Classroom dialogue to learn writing and grammar: Instruments of its analysis

Teresa Ribas, Oriol Guasch

Research output: Contribution to journalArticleResearchpeer-review

1 Citation (Scopus)


This paper suggests that the verbal interactions that take place in the classroom are a centerpiece for both language learning and for the development of research in language teaching. Consequently, the conversations that take place in class provide a double perspective: as a learning tool and as a tool for knowledge. It is also noted, that teaching and student learning objectives (writing or grammar) determine the type of interaction generated in the classroom. The two observations converge on the finding of a complex relationship between research and teaching in qualitative research in language teaching. © 2013 Fundación Infancia y Aprendizaje, ISSN: 1135-6405.
Original languageEnglish
Pages (from-to)441-452
JournalCultura y Educacion
Issue number4
Publication statusPublished - 1 Dec 2013


  • Didactic sequence
  • Didactics of language
  • Research method
  • Teaching object
  • Verbal interaction


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