Pragmatics of Content-based Instruction: Teacher and Student Directives in Finnish and Austrian Classrooms

By Christiane Dalton-Puffer, Tarja Nikula. 2006

111 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/0b85a25d60d24ac1517dd02f40bfea5f4ec2e5fa

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

Integration in CLIL: a proposal to inform research and successful pedagogy (2015, methodology): “…systemic-functional linguistic models, such as the concept of classroom register (Christie, 2002), already applied in various CLIL studies (e.g. Dalton-Puffer & Nikula, 2006), and the SFL approach to discourse structure (Eggins & Slade, 1997), have been combined with sociocultural perspectives…”
Lecturer and student perceptions on CLIL at a Spanish university (2012, background): “…insufficient English communicative competence and lack of adapted teaching materials have been pointed to as unresolved problems (Dafouz 2007; Dalton-Puffer and Nikula 2006; Navés and Muñoz 1999; Pérez-Vidal 2007) and that is why in Spain several initiatives are beginning to take place…”
English achievement and student motivation in CLIL and EFL settings (2011, background): “Controversy has also erupted in other European countries such as Austria and Finland, where ‘CLIL education has been widely welcomed as a positive development in mainstream, state-financed education even if it has also given rise to controversy and debate’ (Dalton-Puffer and Nikula 2006 , 242).”
CLIL classroom discourse: Research from Europe (2013, background): “…has been addressed by pragmatic studies on CLIL classroom discourse is the use of specific speech acts by teachers and students, most notably such commonplace speech acts for classroom discourse as questions, requests, and directives (e.g., Dalton-Puffer, 2005, 2007; Dalton-Puffer & Nikula, 2006).”