Utilizza questo identificativo per citare o creare un link a questo documento: http://elea.unisa.it/xmlui/handle/10556/3432

Abstract:

The aim of this paper is to foster teachers’ awareness in classroom interaction through Conversation Analysis for Second Language Acquisition (ca-for-sla). The focus is on the cases of students’ self-selection and on the turn-taking that occurs in this unexpected event, compared to the well known irf sequence (Teacher Initiation – Learner Response – Teacher Feedback). The analysis is based on videorecorded and transcribed lessons of Italian a as second language.

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Testi e linguaggi. Volume 11 (2017)

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