Ajustes conversacionales para el aprendizaje de contenidos en L2

Berta de Dios Garcia

Abstract

This article pursues to describe conversational adjustments among students in CLIL classes. We wonder if there is a link between the characteristics of the interactions and the learning of non-linguistic contents and, if there is, what kind of adjustments promote such learning. CLIL classes are the ideal environments to study the link between conversational adjustments and the learning of contents because, since they are not in the students’ mother tongue, conversational adjustments occur more frequently than in classes in mother tongue.

Keywords

AICLE, Análisis de la Conversación, ajustes conversacionales, intersubjetividad, aprendizaje de contenidos

Full Text:

PDF

References

Coyle, D. (1999) The next stage? Is there a Future for the

Present? The legacy of the ‘communicative approach’.

Francophonie, 19: 13-16.

Dalton-Puffer, C. (2007) Discourse in Content and Language

Integrated Learning. Amsterdam: John Benjamins.

Markee, N. (2000) Conversation Analysis. Mahwah, N. J.:

Lawrence Erlbaum.

Schwartz, J. (1980) The negotiation for meaning: repair in

conversations between second language learners of

English. In Discourse Analysis in Second Language

Research, D. Larsen-Freeman (Ed.),. Rowley, MA:

Newbury House Publishers.

Seedhouse, P. (2005) Conversation Analysis and language

learning. State-of-the-Art Article. Language Teaching,

:167-187.

Varonis, E.M. y Gass, S. (1985) Non-native / non-native

conversations: A model for negotiation of meaning.

Applied Linguistics, 6:71-90.

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM
Copyright (c)