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Culture and Education
Cultura y Educación
Volume 8, 1996 - Issue 2
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Original Articles

Análisis del comportamiento discursivo profesor-alumno en actividades con y sin propósito de interacción negociada

Analysis of the teacher-student discoursive behaviour in activities with and without negotiated interaction purpose

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Pages 115-126 | Published online: 23 Jan 2014

Referencias

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  • Chaudron, C. (1988) Second language classrooms. Cambridge: Cambridge University Press.
  • Fanselow, J.F. (1977). Beyond Rashomon-conceptualizing and describing the teaching act. TESOL Quarterly, 11, 17–39.
  • Gales, S.J. (1983). Classroom oriented research in second language acquisition. Rowley, Massachusetts: Nowbury House, pp. 190–209.
  • Grice, H.P. (1975). Logic and Conversation. En A.P. Cole y J.L. Morgan (eds.), Syntax and Semantics 3: Specch Acts. Nueva York: Academic Press.
  • Levison, S.C. (1983). Pragmatics. Cambridge: Cambridge University Press. (Versión castellana: Pragmática, 1989, de África Rubiés. Barcelona: Teide).
  • Lier, L. VAN (1988). The classroom and the language learner. Londres: Longman.
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  • Searle, J. (1969). Speech acts. Cambridge: Cambridge University Press.
  • Sinclair, J.M. y Coulthard, M. (1975). Towards an analysis of discourse. Oxford: Oxford University Press.
  • Tsui bik-may, A. (1987). An analysis of different types of interaction in ESL classrooms discourse. IRAL, XXV, 4, 336–353.
  • Tusón, A. (1995). Anàlisi de la conversa. Barcelona: Empúries.

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