Abhakorn2017

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Abhakorn2017
BibType ARTICLE
Key Abhakorn2017
Author(s) Jirapa Abhakorn
Title Pedagogical Functions of Sequences Organization of Talk in the EFL Classroom
Editor(s)
Tag(s) EMCA, Classroom interactions, Teachers
Publisher
Year 2017
Language
City
Month
Journal Theory and Practice in Language Studies
Volume 7
Number 1
Pages 29-36
URL
DOI http://dx.doi.org/10.17507/tpls.0701.04
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

—Conversational sequences appear to be basically built around a basic pair of adjacent interactional actions; such as a question which makes an answer become relevant next. However, in contexts other than ordinary conversation, there are more complex features of sequential organization needed to be investigated especially those occurred in institutional contexts. This study applied CA to examine the interactional activities of teaching and learning in English as a Foreign Language (EFL) classroom in Thailand. The results show that teaching and learning are not planned but contingent activities, and that the pedagogical goal of developing language knowledge is mutually achieved in a micro-context of interaction between the teacher and students mostly in a form of coherent successive and extended elicitation and response sequences rather than series of separated courses of random action sequences. Furthermore, detailed pedagogical implications which manifest itself in the developing of these sequences of talk are uncovered in a turn-by-turn basis. This empirical study provides evidence that inform the teaching practices about how classroom talk should be managed successively in order to achieve pedagogical effectiveness.

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