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Ⅰ A FRAMEWORK FOR UNDERSTANDING COMMUNICATION IN SECOND LANGUAGE CLASSROOMS 1

1 Communication in second language classrooms 3

The classroom as a communication context 4

Classroom communicative competence 5

Introducing the framework 6

An overview of the framework 9

An overview of the book 14

2 Teachers'control of the patterns of classroom communication 16

Teachers'use of language during classroom lessons 17

Teachers'frames of reference 27

Conclusion 38

3 Students'perceptions of the patterns of classroom communication 39

Students'perceptions of classroom events 39

Students'frames of reference 51

Conclusion 55

4 Students'knowledge and use of language 56

Students'linguistic background knowledge：learned ways of talking 56

Students'cultural background knowledge：learned ways of communicating 59

Discontinuities between the language of the home and the school 64

Maximizing students'knowledge and uses of language in the classroom 66

Conclusion 70

5 Students'use of language for learning and second language acquisition 72

Students'use of language for classroom learning 73

Students'use of language for second language acquisition 81

Optimal classroom conditions for classroom learning and second language acquisition 87

Conclusion 89

Ⅱ EXAMINING PATTERNS OF COMMUNICATION IN SECOND LANGUAGE CLASSROOMS 91

6 Teacher-student interaction 93

Excerpt 6.1：Teacher-directed patterns of communication in teacher-student interaction 93

Excerpt 6.2：Variability in the patterns of communication in teacher-student interaction 101

Conclusion 108

7 Student-student interaction 111

Student-student interaction in the classroom 111

The structure of student-student interaction 114

Student-student interaction in second language classrooms 116

Conclusion 127

8 Community- and school-based issues and second language classrooms 129

Community-based issues and second language classrooms 130

The status of English in EFL instructional settings 134

Commercial materials and second language classrooms 136

The classroom experience 139

Conclusion 140

Ⅲ PROMOTING COMMUNICATION IN SECOND LANGUAGE CLASSROOMS 143

9 Expanding the patterns of classroom communication 145

Allowing for variability in the patterns of classroom communication 146

Extending the patterns of classroom communication 154

Conclusion 159

10 Classroom communicative competence 160

Defining classroom communicative competence 161

Establishing classroom communicative competence 163

Extending classroom communicative competence 167

Conclusion 168

References 171

Index 185