RolinIanziti2018

From emcawiki
Jump to: navigation, search
RolinIanziti2018
BibType ARTICLE
Key RolinIanziti2018
Author(s) Jeanne Claire Rolin-Ianziti, Carl Ord
Title Variations on the IRE pattern in a French beginner task-based classroom
Editor(s)
Tag(s) EMCA, Classroom, IRE, French
Publisher
Year 2018
Language English
City
Month
Journal The Language Learning Journal
Volume 46
Number 4
Pages 343-356
URL Link
DOI 10.1080/09571736.2015.1124445
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

Download BibTex

Abstract

The use of the Initiation–Response–Evaluation (IRE) sequence is common in education and, although classroom research does not preclude its practice in pedagogy, it recommends introducing other forms of talk into teaching. The present study, inspired by Task-Based Language Teaching research on learner language, uses Conversation Analysis to explore the variations on the IRE pattern that take place in a class of French beginners as they complete a learning task. Based on audio-recorded data collected in situ, the study uncovers two IRE subcategories and one pattern of interaction that diverges from the standard IRE pattern. These variations reflect changes in the lesson phase and show how a three-phase lesson plan focused on a specific task can move classroom participants away from the exclusive use of IRE.

Notes