Teachnology2

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Education Technology

Teachnology Statement Chelsea Swick 2.12.09

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],My Background

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Why Writing?

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Education Focus

[object Object],[object Object],[object Object],[object Object],[object Object],Philosophy to Stay Up-to-Date

[object Object],[object Object],[object Object],[object Object],[object Object],Technology

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[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Conclusion

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This research project focuses on identifying what types of speech acts emerge and are maintained in the teacher-student interactions in an EFL Pre-intermediate class at university level. This work contains a description of how the types of speech acts, which take place in the EFL class observed, are developed in pro of communication, and then constructed as a result of it. This research study then answers two questions: what types of speech acts emerge and are maintained in interactions between the teacher and the students in class? And, how do these types of speech acts potentially influence on both interactants’ interactional behavior in class? The analysis is done under the ethnomethodological conversation analysis approach in which the details of the interactions are highlighted to identify the speech acts with the development and potential influence they may have in the interactional behavior of the participants, the students and the teacher. The findings show that there are two main interactional patterns in the EFL class observed: asking about content and adding content. Both present characteristic developments and speech acts that potentially influence on the teacher’s and the students’ interactional behavior in this class. The findings of this research project will serve for reference and evidence of the patterns of communication that emerge in EFL classroom interaction and the influence they have on the way both interactants use the target language in classroom interaction.

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I am a long-term user of Douglas Hoehn’s Understanding Communication (Dubuque, IA: Kendall Hunt) through each of its four editions. Its popularity among my students is what led me to make it one of the pivotal textbooks in my courses, which have spanned communication thorough entry-level English courses in a college setting. In final course evaluations, students frequently remarked that the topics covered were very readable, clear, and interesting, and therefore added to their knowledge of the subject. It was not uncommon to hear from students that Understanding Communication was their favorite textbook among the many they had experienced.

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Teachnology2

1. Teachnology Statement Chelsea Swick 2.12.09

Teachnology2

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