Classroom Discourse (Fach) / Glossary (Lektion)

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• Acknowlegdement token A term used in Conversation Analysis ro refer to words like ok, right, yeah, sure, mm, uhuh. These words are used ba listeners to acknowledge speaker contributions and to help communication proceed smoothly.
• Asymmetrical roles In many professional or workplace settings speaker roles are not equal (doctor/patient, teacher/student) and thus affecting the way interaction porgresses.
• Backchannels A term used to refer to words like ok, right, yeah, sure. These words are essentially discourse markers that refer back ro a previous contribution in spoken interactions.
• Clarification request: Where one speaker asks another for clarification
• Classroom idiolect: A teacher's individual way of talking in class
• Classroom interactional competence (CIC) The ways in which teachers and learners use language to mediate learning
• Concept checking Teachers check key concepts, usually by asking questions, as a way of ensuring that learners have understood a particular teaching point
• Confirmation check Where speaker check that they have understood a previous utterance correctly
• Content feedback Feedback, normally from a teacher, on the message, not the language used to expres it
• Corpus A collection of texts taken from natural contexts stored on a computer
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• Direct repair Errors are corrected quickly and directly, with little explanation or exemplification
• Discourse markers Words like sure, ok, right, now, so that mark the beginning and end of an activity, or enable movement from one stage of a lesson to another
• Display questions Questions to which the teacher already knos the answer. They are used to give learners the opportunity to display their knowledge
• Echo Repeating a) what a learner has said for the benefit of other learners or b) what a teacher has said
• Elicitation Getting (more complex) answers from students, normally by asking questions
• Extended learner turn A learner contribution of several utterances, that gives them greater opportunity to express themselves
• Extended teacher turn A teacher contribution of several utterances
• Extended wait time The time a teacher waits after asking a questions (normally less than 1 second). Extended wait time (of 2 seconds or more) allows learners more time to think and prepare a more elaborate contribution
• Input hypothesis First proposed by Stephen Krashen in 1981 who argued that second language acquisition depends largely on receiving comprehensible input
• Interactional competence Considers the competence speakers need to communicate effectively and emphasises what goes on between speakers rather than solo performance
• Interacture Specific interactional features of classroom discourse that may help or hinder communication (wait-time)
• IRF exchange (Sinclair and Coulthard) classroom discourse follows a three part structure: Initiation, Response, Follow-Up Also known as IRE (Initiation, Response, Evaluation), recitation script, tryadic structure
• Latching/latched turn a term used to describe the way in which a turn follows another with no pausing or silence
• Micro-context Ways in which interactants create context through their talk. Each micro-context comprises specific pedagogic goals and the language used to achieve them
• Mode A particular second language classroom micro-context, which has specific pedagogic goals and linguistic/interactional features
• Mode convergence When teachers use language that is appropriate to a particular micro-context
• Mode side sequence A brief departure from on mode to another and then back again
• Mode switching rapid movements from on mode to another
• Negotiation of meaning Meanings are negotiated through interaction and when speakers seek clarification or confirm intended meanings (central to SLA)
• Noticing The process of making connections, links etc. between a word, phrase or structure and another.
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• Online-decision-making the interactive decisions made by teachers while teaching
• Output hypothesis (Swain) for SLA to occur, the focus of attention should be on the learners' output
• Overlaps when one utterance occurs at the same time as another, a very common feature of all spoken interaction
• Referntial question A genuine question, one to which the teacher does not know the answer
• Reflective practice The process of reflecting on one's teaching and making changes to practice
• Reformulation one speaker, normally the teacher, takes an utterance of a learner and reformulates it so that it is more accurate, more precise
• Repair A form of error correction
• Scaffolding (Bruner) A term to denote the ways in which verbal scaffolds are used by teachers to assist learners 
• SETT Self evaluation of teacher talk. A framework designed to allow teachers to gain a closer understanding of interactional processes as a means of improving their teaching.
• Shaping the ways in which teachers help learners to express themselves more clearly (by rewording, modifying etc)
• Stimulated recall a research technique. Making a short recording of your teaching and discussing it with a colleague
• Teacher Talking Time (TTT) the amount of time teachers spend talking while teaching (usually 70-80%)
• Transition markers Discourse markers such as right, now, ok, well used to mark changes from one topic or lesson activity to another
• Turn completion Where one speaker completes another's turn
• Turn making Entails looking at the ways in which turns are held, passed, taken or given
• ZPD Zone of proximal development (Vygotsky) to refer to the difference between learning alone or learning with a more experienced knower: we learn better when we are learning with someone else
• Interlanguage The student's version of the target language
• Error a systematic deviation from an accepted code
• Mistake A deviation from an accepted code that is performance related
• TBLT Task-based-language-teaching: learners acquire/learn the target language while solving 'real world tasks'. Three phases: pre-task, task, language focus

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