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Verbal Reports in the Reading Processes of Language Learners: A Methodological Review
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In: Teaching and Learning Faculty Publications (2020)
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| 2 |
Peer Effects in the Individual and Group Literacy Achievement of High-School Students in a Bi-dialectal Context
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In: Teaching and Learning Faculty Publications (2019)
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| 7 |
Social anxiety and silence in Japan's tertiary foreign language classrooms
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Learning the Disciplinary Language and Literacies of Multimedia Composition
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In: Teaching and Learning Faculty Publications (2014)
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| 10 |
Codeswitching: Linguistic and literacy understanding of teaching dilemmas in multilingual classrooms
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| 13 |
David Lynch: Momentary Consequences For A Fire Walking Identity; An Inquiry Into the Fantastic/Symptomatic Self and its Components
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| 14 |
A critical review of proposition analysis in Alzheimer's research and elsewhere
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| 15 |
Silence in the second language classroom
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Abstract:
This mixed-methods investigation reports on the under-researched issue of silence within Japanese university second language (L2) classrooms. An extensive, multi-site study using a structured observation methodology was employed to investigate the classroom behaviour of over 900 language learners across nine universities in Japan. To effectively measure the extent of macro-level silence within their classrooms, an original observation instrument called the Classroom Oral Participation Scheme (COPS) was specially developed for the task. A total of 48 hours of data was collected using a minute-by-minute sampling strategy which resulted in some startling results. Learners were found to be responsible for less than one percent of initiated talk within their classes, while over a fifth of total class time observed was characterised by no oral participation by any participants. Complementing the COPS' quantitative evidence of a robust national trend of silence in Japan's universities, a parallel qualitative phase of the investigation gave students a voice about their silences by drawing on over seventy-thousand words of transcribed data collected during a series of semi-structured interviews. This phase of the research provided a valuable individual-level analysis of learners' fundamental beliefs about and personal experiences of not speaking in L2 educational contexts. The final phase of the project adopted an event-specific focus on classroom silence by utilising a stimulated recall methodology to uncover what students were actually thinking and feeling whilst silent episodes were in progress during lessons. Using Dynamic Systems Theory (DST) as its conceptual background, the investigation moves away from reductionist, single-cause explanations for learner reticence to suggest that silence actually emerges through multiple, concurrent routes. These routes (termed attractors in DST) are so abundant, and appear to be so well supported both educationally and culturally in the Japanese context, that silence has fossilised into a semi-permanent attractor state within university language classrooms.
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URL: http://eprints.nottingham.ac.uk/13498/
http://eprints.nottingham.ac.uk/13498/1/555328.pdf
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| 16 |
Anonymous and gene-linked microsatellite markers reveal no correlation between heterozygosity and song complexity in a wild population of song sparrows
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In: Digitized Theses (2011)
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| 17 |
Effects of a Computer-Based Early Reading Program on the Early Reading and Oral Language Skills of At-Risk Preschool Children
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In: Teaching and Learning Faculty Publications (2010)
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| 20 |
On diagonal argument, Russell absurdities and an uncountable notion of lingua characterica
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