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Article (journal) accessible via
Original Title
Constructing meaning in interaction through picture books
Parallel titleKonstruiranje pomena pri interakciji s slikanicami
SourceCEPS Journal 2 (2012) 3, S. 97-117
License of the document Lizenz-Logo 
Keywords (German)Bilderbuch; Englischunterricht; Schüler; Kommentar; Interaktion; Lehrer; Grundschule; Sekundarstufe I; Einstellung <Psy>; Motivation; Dialog; Unterrichtsbeobachtung; Empirische Untersuchung; Qualitative Forschung; Ungarn
sub-disciplineEmpirical Educational Research
Curriculum and Teaching / School Pedagogy
Document typeArticle (journal)
Year of creation
review statusPeer-Reviewed
Abstract (English):This qualitative study describes and analyses young language learners’ spontaneous comments while sharing picture books during EFL sessions. It also explores teachers’ responses to learners’ comments, and considers reasons teachers may choose to ignore children’s talk in their first language (L1). Data were collected from young Hungarian learners (ages 5–12) and their teachers, through qualitative processes. The main findings give insights into the role of classroom talk in negotiating meaning in the foreign language and in developing literacy. (DIPF/Orig.)
other articles of this journalCEPS Journal Jahr: 2012
StatisticsNumber of document requests Number of document requests
Checksumschecksum comparison as proof of integrity
Date of publication29.11.2012
Suggested CitationLugossy, Reka: Constructing meaning in interaction through picture books - In: CEPS Journal 2 (2012) 3, S. 97-117 - URN: urn:nbn:de:0111-opus-67895
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