This study reports the classroom speech traits of non-native English language instructors (NNIs) observed from the bilingual spoken corpora compiled by the authors from four elementary school and two middle school English lessons in Japan. We will analyze our corpus structure using the four modes to specify the NNIs’ L2 classroom discourse introduced by Walsh (2006). Our XML tagging in the corpora marks speaker turns, language use, and classroom interaction modes. We will demonstrate how to utilize these tags to extract different types of annotated transcribed data through our XSLT style sheets and Perl scripts. We examined NNIs’ interactional features in the managerial mode and the materials mode by looking at their respective pedagogic goals (Walsh, 2006, p.66). Chi-square tests showed significant differences between NNIs’ language use and effectiveness with respect to the pedagogic goals of (a) transmitting information and (b) eliciting responses in relation to the material. Both of these goals led to better students’ understanding.Based on our data, we will also show qualitative characteristics of the classroom discourse structure, the NNI language choice depending on the discourse modes, and their interactions in which effective feedback elicited students’ spontaneous utterances. Our analyses give suggestions in terms of NNIs’ utterances in class. This would hopefully assist both preservice and in-service NNIs in their professional training programs that would enable them to conduct L2-led English lessons, achieving their pedagogic goals more effectively. Walsh, S. (2006). Investigating Classroom Discourse. Routledge.
Noriaki Katagiri, Hokkaido University of Education, Japan
Yukiko Ohashi, Yamazaki Gakuen University, Japan
Stream: Language education
This paper is part of the IICLLHawaii2017 Conference Proceedings (View)
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