LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 16:2 February 2016
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Renuga Devi, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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An Analysis of the Responses of L2 Learners in
Stimulated Recall Sessions with reference to
Classroom Interactions in a Tertiary Level English as an L2 Course

Sarat Kumar Doley, M.A., PGDFCS

Abstract

The primary purpose of this paper is to elaborate on the findings during the stimulated recall sessions or class discourse recollections in relation to a study of classroom interactions in undergraduate English as an L2 Classroom in Assam. The stimulated recall sessions or the class discourse recollections had two phases. In the first phase, the learner participants were asked to retrospect on their perceptions of the classroom activities and interactions using the audio recordings of the selected class sessions. Along with the audio recordings, the corresponding field notes were also provided to the learner participants to assist them in recalling the class sessions. In cases when the learner participants had nothing to reflect upon, the researcher asked them to recall their thoughts and perceptions of the classroom discourse at various moments selecting the portions useful from the field notes and the audio recordings.

Keywords: L2, Culture Teaching, Pedagogy, SLA, ELT

Introduction

According to Gass and Mackey (2000), the purpose of stimulated recall sessions is to “seek to uncover cognitive processes that are not evident through simple observation” (p. 20). For convenience of discussion, since these sessions were oriented towards the culture-related discourse in English as an L2 classroom in a study of classroom interactions, they are termed as class discourse recollections (Doley, 2015). To be precise, these class discourse recollections were part of the study that attempted to collect data in relation to thought processes in various classroom activities, discussions, and interactions of the learner participants.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Sarat Kumar Doley
Assistant Professor
Department of English
North Lakhimpur College (Autonomous)
North Lakhimpur 787031
Assam
India
doleysarat@gmail.com
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