AN ANALYSIS OF TEACHER TALK AND TEACHING PRACTICES IN A PROCESS WRITING-BASED EFL COMPOSITION CLASS : A CASE STUDY
Abstract
This study aims at uncovering teacher talk and teaching practices in a process writingbasedEFL composition classroom at a state university in Bangkok. Data were derived fromfour sources including video-taped classroom interactions, audio-taped interactions duringpeer conferences, periodical informal interviews with the participant, and field-notes. Findingsrevealed that the participantûs teacher talk and instructional practices (1) were consistentlyaligned with principles of process-writing approaches, (2) represented teacher-frontedclassroom discourse, and (3) lay embedded within three characteristics of message designlogics shaped by her beliefs in teaching composition. Though this study was situated withinonly one bounded case, it recommends that language classroom discourse in other contextsbe studied extensively.Keywords : the process writing approach, teacher talkDownloads
Published
2013-01-23
Issue
Section
บทความวิชาการ