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In:Doing SLA Research with Implications for the Classroom: Reconciling methodological demands and pedagogical applicability
Edited by Robert M. DeKeyser and Goretti Prieto Botana
[Language Learning & Language Teaching 52] 2019
► pp. 9–30

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Chapter 2
Observing language-related episodes in intact classrooms

Context matters!

 | Concordia University
 | Concordia University
Published online: 7 March 2019
DOI logo with link
https://doi.org/10.1075/lllt.52.02col
Abstract
Observations of spontaneous language related episodes (LREs) in actual classrooms capture pedagogical behaviours that may affect the characteristics of LREs. In this study of 87 twelve-year old intermediate francophone EFL students in 3 intact classes, we examined the type, frequency, and resolution of 607 LREs during 20 paired/small group communicative activities (311,000-word, 55-hour corpus). Common findings across classes were the students’ ability to resolve LREs and their focus on lexical issues. However, peer-initiated LREs and attention to grammar were greater in the class where the teacher highlighted task-useful language, provided self-access tools for addressing language needs, and promoted a culture of peer collaboration. Observational research presents methodological challenges and its design limits generalizability. However, the rich description, large data-base and high ecological validity enhance the relevance of the findings for L2 pedagogy.
Article outline
  • Introduction
  • Language-related episodes
  • The study
    • Context and participants
    • Corpus
    • Analyses and findings
  • Frequency of LREs
  • Characteristics of LREs
    • Initiator
    • Language feature
    • Resolution
  • Summary of frequency and characteristics of LREs
  • Contextual factors influencing the characteristics of LREs
  • Discussion of findings
  • Classroom observation of LREs and implications/relevance for pedagogy
  • Conclusion
  • Acknowledgments
  • Notes
  • References
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This list is based on CrossRef data as of 26 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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