This theoretical thesis investigates the effects of communicative constraints within
a second language (L2) classroom with the purpose of developing ways of
exploiting and modifying these constraints to improve L2 learning.
This investigation incorporates the identification of hierarchical structures,
teaching and learning practices which constrain L2 learning within the classroom.
The hierarchical structures of institutional power relations and the authority of the
teacher guide set goals and assessment. However, L2 learners may have different
expectations to those of their teachers. Therefore, in the presentation of an
understanding of classroom genre, this thesis analyses the inherent logic or
common fallacies of thinking and practice within L2 classrooms and further, the
individual experience which each L2 learner brings to the classroom situation.
This thesis examines classroom constraints which prevent L2 learners from
developing an appropriate range of experiences to enable them to participate in
authentic social interaction. Cultural, linguistic and educational disciplinary
views are engaged in the description of these substantive problems.
L2 learners invariably experience difficulties in communication when they interact
socially within their L2 culture, outside the classroom. Learners often lack the
experience to express self-purpose within cultural genres because previous
classroom learning may have been based upon situation-specific and context-determined
patterns of communication and practice.
Such patterns and practices are an inherent part of the classroom because the
classroom is a specific genre itself and consequently classroom talk is very
different from talk in other places.
This thesis develops alternative hypotheses which incorporate critical findings
pertaining to L2 classroom practices. Further, a project for realistic solutions to
L2 learning is offered. These solutions have been developed from the recognition
that learning a L2 in a classroom-based situation is a process which lacks the
diversity of everyday societal life.
| Identifer | oai:union.ndltd.org:ADTP/219011 |
| Date | January 1999 |
| Creators | Hilton, Linda, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Linda Hilton |
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