Teacher-Student Discourse: Mediating L2 Development in an Agriculture Classroom

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Teacher-Student Discourse: Mediating L2 Development in an Agriculture Classroom

Modern English Education
Abbr : MEESO
2013, 14(2), pp.23-46
Publisher : The Modern English Education Society
Research Area : Humanities > English Language and Literature > English Language Teaching

김정인 ¹

¹University of Illinois

Accredited

ABSTRACT

This study examines how teacher-student verbal interaction in an agriculture graduate classroom contributes to ESL students’ second language acquisition. Audio recordings of classroom verbal discourse between students and a lecturer were collected and triangulated with classroom observations. Through an interpretive (semiotic) approach, teacher-student discourse was micro analyzed and organized under emerging patterns (themes) of discourse. The representative verbal interactions in the study show how a lecturer mediates between the students’ English linguistic level, the educational discourse and an understanding of field-specific knowledge (agriculture). Through this process of mediation, the students’ verbal contributions begin to reflect the field specific discourse of the educational curriculum. Results suggest that L2 oral communication skills in content-based classrooms are best achieved when the lecturer builds linguistic bridges that connect the educational discourse with the specific discourse of the field. In analyzing verbal interactions in the classroom that are effective in terms of L2 learning, both teachers and students are active participants in the co-construction of language and curriculum knowledge. The study also shows the value of qualitative interpretive approaches in L2 research concerned with teacher development and educational improvement.

KEYWORDS

mediation, mode continuum, scaffolding, zone of proximal development

Citation status

* References for papers published after 2023 are currently being built.

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