Classroom Discourse in Foreign Language Classrooms: A Review of the Literature
Article first published online: 8 MAY 2012
© 2012 American Council on the Teaching of Foreign Languages, Inc.
Foreign Language Annals
Volume 45, Issue s1, pages s8–s27, Summer 2012
How to Cite
Thoms, J. J. (2012), Classroom Discourse in Foreign Language Classrooms: A Review of the Literature. Foreign Language Annals, 45: s8–s27. doi: 10.1111/j.1944-9720.2012.01177.x
- Issue published online: 8 MAY 2012
- Article first published online: 8 MAY 2012
- conversation analysis;
- initiation-response-feedback/evaluation sequences;
- sociocultural theory
This article reviews studies that have investigated discourse in foreign language (FL) classroom contexts from the perspective of sociocultural theory. Sociocultural theory maintains that language learning and development in a classroom context are intimately tied to the discursive practices by which and through which learners interact with each other and their teacher. Furthermore, the research has shown that teachers play an important role in that the specific types of patterns created in their interactions with students are a fundamental source of learners’ competence in the FL. This review raises additional questions that remain to be addressed in future research that will potentially contribute to an evolving understanding of classroom discourse.