Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/33315
Title: Classroom silence and the dynamic interplay between context and the language learner: A stimulated recall study
Authors: King, Jim
First Published: Oct-2015
Number of Pieces: 12
Publisher: Palgrave Macmillan
Citation: King, J, Classroom silence and the dynamic interplay between context and the language learner: A stimulated recall study, 'The dynamic interplay between context and the language learner', Palgrave Macmillan
Abstract: This chapter reports on research which used a stimulated recall methodology (Gass & Mackey, 2000) in conjunction with empirical qualitative data from a series of classroom observations to explore what learners were actually thinking and feeling whilst silent episodes were in progress during their lessons. Using complex dynamic systems theory as its conceptual background, the study moves away from reductionist, single-cause explanations for learner silence and illustrates how silence emerges from multiple, and sometimes unexpected, routes. This naturalistic study helps to trace back some of the principal interrelated learner-internal and contextual attractors which draw language learners towards the seductive state of silence.
ISBN: 9781137457127
9781137457141
9781137457134
Links: http://www.palgrave.com/page/detail/the-dynamic-interplay-between-context-and-the-language-learner-jim-king/?sf1=barcode&st1=9781137457127
http://hdl.handle.net/2381/33315
Embargo on file until: 1-Jan-10000
Version: Post-print
Status: Peer-reviewed
Type: Chapter
Appears in Collections:Books & Book Chapters, School of Education

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