Radford, Julie and Ireson, Judith and Mahon, Merle (2006) Triadic Dialogue in Oral Communication Tasks: what are the implications for language learning? Language and Education, 20 (3). pp. 191-210. ISSN paper 0950-0782 electronic 1747-7581
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Abstract
Asymmetry in classroom discourse, typified by teachers’ frequent use of inauthentic initiating question turns, does not afford the best opportunities for the learning of language skills. More favourable conditions would appear to be associated with collaborative discourse patterns that display genuine interest in the child’s contribution and build on, and respond to, the child’s turn. Video-recordings were made of consecutive episodes of ‘story-writing’, ‘speaking book’ and ‘circle-time’ activities to explore the sequential implications of the teachers’ initiations across each task. During speaking book the teacher initiates with topic initial elicitors which invite news, ideas or opinions from the child. In story-writing the teacher employs invitations, which call for the children to generate ideas or suggestions. Analysis of teacher follow-up turns demonstrates ways in which they recast and reformulate the children’s response turns and elicit further material related to the pupils’ agendas. By contrast, there is limited evidence of negotiation in the circle-time activity. The study demonstrates the potentially facilitative role played by triadic dialogue in language learning and therefore has professional significance for all those involved in the development of oral language skills in classrooms.
| Item Type: | Article |
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| Additional Information: | This is an electronic version of an article published in Radford, Julie and Ireson, Judith and Mahon, Merle (2006) Triadic Dialogue in Oral Communication Tasks: what are the implications for language learning? Language and Education, 20 (3). pp. 191-210. Language and Education is available online at: http://www.informaworld.com/10.1080/09500780608668723 |
| Uncontrolled Keywords: | Special educational needs; Linguistics; Language; Teaching methods; classroom discourse, language learning, language disability |
| Subjects: | Departments > Psychology and Human Development |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 08 Jul 2009 15:23 |
| Last Modified: | 26 Jun 2012 22:23 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/390 |
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