Pedagogic Discourse: An Analysis Of The Regulative And Instruc-tional Registers And Its Implications In The Foreign Language Class
Abstract
The present article reports on an ethnographic research which had the purpose of investigating how a teacher organizes, structures and regulates the discourse in foreign language class. In order to carry out this study, the data were collected in the English classes of a private school, by means of tape recordings of classes, and field notes from the teacher and from an observer. The data were analyzed under the light of Bernstein’s (1996) pedagogic discourse theory about the regulative and instructional registers. This study emphasizes that teacher’s discourse is organized to promote interaction in the class (regulative register) and to offer input in the foreign language (instructional register). Moreover, the results of this investigation show that the use of the foreign language in both registers (regulative and instructional) promotes more opportunities for the learners to develop their communicative competence in the foreign language, in this case, the English language.
Published
2008-06-25
Section
Artigos Originais
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