Discourse Patterns in First Language Use at Hcme and Second Language Learning at School: an Ethnographic Approach

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practice of L2 as prescribed in the syllabus: for example, the sustaining
of conversations has been given relevance because it is directly related
to the development of fluency in L2. Problems like initiation, turn
distribution or turn-getting were examined only in relation to discourse
sustenance, considering the fact that in the specific classroom setting it
is the teacher who always assigns turns. On the other hand,
clarification exchanges were given prominence as a way of developing or
sustaining the interaction within the given distribution of turns. Again,
different degrees of generalization have to be adopted for the dynamic
of controlled oral practices and of general classroom discourse.

To sum up, in the present study:

1 Naturally occurring conversational sequences in Ll between 20 children
(age 6-7) and adults observed in their homes were identified and
selected from the corpus of data collected for a previous study.

2 The conversational sequences were coded for topics and for selected
features considered relevant to the teaching of L2 to comparable
children in a classroom context.

3 Using simple frequency and contingency tables, patterns were found in
the discourse structure and strategies.

4. Those patterns were contrasted with those of dialogues for the
development of L2 oral communication skills, as they appear in text-
books and are recommended to teachers for oral practice in Grade 1.

5. Discourse features of home talk compatible with and relevant to the
learning of L2 oral skills at school and, in a limited way, to
classroom Interaction, were identified, and suggestions made about
their use by teachers.

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