Oxford Handbooks for Language Teachers: Communication in the Language Classroom

Paperback | April 30, 1999

byTony Lynch

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Tony Lynch looks at how learners interact in the classroom, and offers guidance to teachers on how to make lessons more effective by giving learners better opportunities for interaction and communication. Using illustrative transcripts, he offers insights from research into the nature ofreal-life interaction, and practical guidance on designing communicative tasks in all four skills.

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Tony Lynch looks at how learners interact in the classroom, and offers guidance to teachers on how to make lessons more effective by giving learners better opportunities for interaction and communication. Using illustrative transcripts, he offers insights from research into the nature ofreal-life interaction, and practical guidance on ...

Tony Lynch is at University of Edinburgh Centre, Adelaide.

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Format:PaperbackDimensions:190 pages, 9.65 × 6.5 × 0.39 inPublished:April 30, 1999Publisher:Oxford University Press

The following ISBNs are associated with this title:

ISBN - 10:0194335224

ISBN - 13:9780194335225

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Table of Contents

AcknowledgementsIntroductionPART ONE: Input, interaction, and negotiation1. Communicating inside and outside the classroomIntroduction'Teacher Talk'- Activity: Giving explanations'Learner talk'Terms for 'negotiation'Comprehension- Complexity of comprehension- Comprehension and foreign language developmentSummary- Suggestions for further reading2. Simplicity and accessibility- Activity: Beyond the textComprehension resourcesNon-linguistic simplification- Context- Background knowledge- ActivitySimple = accessible?Simplifying textsExplanationAccessible versus noticeableSummary- Suggestions for further reading3. Teacher Talk- Activity: The hat sellerInput modificationsInteraction modifications- ActivityModifications of information choice- Descriptive detailLogical linksAssumed socio-cultural gapsImplications for classroom practiceSummary- Suggestions for further reading4. Modification research: findings and implicationsProblems of measurement- Activity: What do students understand?Effects on comprehension- Input modifications- Interaction modificationsModifications of information choiceEffects on learning- Implications for classroom practiceSummary- Suggestions for further readingPART TWO: Classroom applications - interaction-based teachingIntroduction5. Teaching listening- Activity: Spoken languageProblem-solving strategies- Paused listening tasksTypes of listeningGrading- Interaction-based gradingSummary- Suggestions for further reading6. Teaching speaking- Activity: Questions in classTeacher-learner interactionLearner-learner interactionSetting up negotiation tasks- Introducing negotiation- Grouping- Distributing the informationFeedback- Teacher-learner feedback- Learner-learner feedback- Combining learner and teacher feedbackSummary- Suggestions for further reading7. Teaching reading- Activity: A difficult textChoice of texts: authenticityInteraction with texts- Think-aloud interpretation- Reciprocal teaching- Modifying a textInteraction about texts- Question-settingSummary- Suggestions for further reading8. Teaching writingWriting as interaction- DecompositionClassroom writing: the role of the readerClassroom writing: the role of the teacher- Activity: A writing lessonFeedback during writing- Learner-initiated feedbackFeedback after writing- Clarification requestsSummary- Suggestions for further reading9. PostscriptFour reasons for not changing anything'We don't have the resources''Our classes are too large for interaction''Our students don't expect to be taught that way''We haven't been trained to teach like this'br /GlossaryBibliographyIndex

Editorial Reviews

'A valuable, practical contribution to the field of language teaching.' - Modern Language Journal