Ahlund2015

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Ahlund2015
BibType ARTICLE
Key Ahlund2015
Author(s) Anna Ahlund, Karin Aronsson
Title Corrections as multiparty accomplishment in L2 classroom conversations
Editor(s)
Tag(s) L2, Classroom, Correction, EMCA, Multiparty interaction
Publisher
Year 2015
Language
City
Month
Journal Linguistics and Education
Volume 30
Number
Pages 66-80
URL Link
DOI doi:10.1016/j.linged.2015.03.007
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

Much research on classroom talk has had a dyadic teacher-student bias. This study documents multiparty aspects of repair work through analyses of talk in a classroom community. Drawing on 40 h of video-recordings from Swedish L2 lessons in a language immersion classroom, participant contributions were analyzed as those of a party (Schegloff, 1995), rather than merely as individual contributions. The detailed analyses of correction trajectories reveal that both the teacher and the students produced exposed corrections (Jefferson, 1987) as well as embedded corrections (corrective recasts). The analyses illuminate the teacher's sustained efforts in tailoring classroom talk to the classroom community's displayed understanding and varying skills, something that involved a continuous balancing act between form-accuracy and conversational progressivity. Moreover, the analyses document student agency (e.g. vicarious responses, chorus responses and peer corrections). In moving away from a dyadic bias, this study of repair work contributes to situated analyses of classroom corrections.

Notes