Construction or obstruction: teacher talk and learner involvement in the EFL classroom

By S. Walsh. 2002

428 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/72aa0a47a53c0b5b013ab67ea78d54dad5d33c8c

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In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching (2013, background): “(Almasi et al., 2001; Applebee et al., 2003; Junker et al., 2006; Walsh, 2002; Wolf, Crosson, & Resnick, 2006).”
The interactional management of claims of insufficient knowledge in English language classrooms (2013, background): “As Walsh (2002) suggests, ‘where language use and pedagogic purpose coincide, learning opportunities are facilitated’ (5).”
Native and Non-Native English Language Teachers (2014, background): “The issue is partly socio-pragmatic: Learners who share their teacher’s cultural background can judge more easily how to frame requests or opinions, what topic restrictions exist, and when to take or relinquish the floor (Cazden, 2001; cf. Walsh, 2002).”
Perceived Challenge, Teacher Support, and Teacher Obstruction as Predictors of Student Engagement (2017, background): “…studies addressing instrumental obstruction tie negative teacher behaviors to maladaptive student outcomes (Birch & Ladd, 1997; Blankemeyer, Flannery, & Vazsonyi, 2002; Kesner, 2000; Walsh, 2002) and specifically to decreases in students’ motivation (Meyer & Turner, 2002; Skinner & Belmont, 1993).”
Toward a more dialogic pedagogy: changing teachers’ beliefs and practices through professional development in language arts classrooms (2017, background): “Observational studies of classroom instruction indicate that teachers tend to dominate classroom interaction, avoid contestable issues, and use talk largely to maintain control and assess students’ knowledge (Alexander 2005; Nystrand et al. 2003; Smith et al. 2004; Walsh 2002).”
Reducing student reticence through teacher interaction strategy (2010, background): “Since the teacher is always the one who determines what and when students are going to speak in classrooms (Garton 2002; Walsh 2002), we believe that the teacher is one of these situational variables and should be included in reticence studies.”