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Classroom Discourse in Second Language Acquisition and Learning

Ponnammal Aruna Devi
Institute of Distance Education, University of Madras, Chennai, India
Abstract—A classroom talk can do wonders in language learning. It is not a new topic for discussion in Second Language Acquisition but in teacher-fronted classroom talk gains pedagogical significance since through the discourse the teacher aids the learners in getting into the structure and like causative sentences when exposed as in listening to stories. But equally the unplanned moment-to moment unfolding of talk lays bare many discourse functions that help the learners get insight into the communicative aspect. A teacher can proffer a social and linguistic ambience in a classroom. The input from the teacher and the output from the learners can serve as a rich material for language acquisition. Acquisition and learning can be viewed as socialization as well as cognitive process. This paper considers the social and cognitive aspects in the process of language learning and acquisition and establishes how a classroom discourse can aid both the process. But demarcating a clear line between the two processes is not the aim of this paper.

Index Terms—teacher-fronted classroom, unplanned talk, discourse function, linguistic ambience, cognition.

Cite: Ponnammal Aruna Devi, "Classroom Discourse in Second Language Acquisition and Learning," Journal of Media & Mass Communication, Vol. 1, No. 1, pp. 37-42, June, 2015. doi: 10.12720/jmmc.1.1.37-42
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