Addressing silence, dominance and off-task talk in group work in an academic writing class

dc.contributor.author Sharma, Bal Krishna en_US
dc.date.accessioned 2013-04-29T20:46:10Z
dc.date.available 2013-04-29T20:46:10Z
dc.date.issued 2012 en_US
dc.description.abstract This study aims to investigate the teacher role in mediating the task and the learner in an advanced academic writing class. Having identified three types of learner (non-) participation– silence, dominance and off-task talk – through reflective viewing and micro-analysis of video data from a class I taught, I asked how these interactional concerns are understood and addressed by other writing teachers in the same language program as I was teaching. Interview findings from eight writing teachers suggest that the teachers play a key mediating role during the various phases of implementing a task-based lesson in order to address the concerns of silence, dominance and off-task talk. For example, in the task design phase, the students can be given specific roles in their group or can be given planning time. In the task performance phase, the teacher can make judicious interventions in order to encourage contributions from the quiet students or put talkative students on hold for a while. The paper concludes with its contributions to and implications for the professional development of language teachers in task-based pedagogy. en_US
dc.format.extent 27 pages en_US
dc.identifier.uri http://hdl.handle.net/10125/27145
dc.subject group work en_US
dc.subject task-based pedagogy en_US
dc.subject professional development en_US
dc.subject silence en_US
dc.subject dominance en_US
dc.subject off-task talk en_US
dc.title Addressing silence, dominance and off-task talk in group work in an academic writing class en_US
dc.type Article en_US
dc.type.dcmi Text en_US
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