Some suggestions for the pragmatic analysis of discourse in French language classes
In the present state of changes and challenges facing our classroom practices, various approaches and curriculum designs have focussed on different publics and their needs, rather than on notions based on types of discourses and learning situations. That is partly because we still lack analytical tools to evaluate what is happening in L2 acquisition in classrooms contexts. In this discussion paper, a pilot study is described which addresses questions related to transcription and qualitative data analysis in an attempt to pinpoint lesson features which may help or hinder the development of second language skills. The focus is on the ecology of the classroom and the importance of mime and gesture in relation to students’ responses specifically in terms of active listening and comprehension.