Sulyantha-Wanphet2016
| Sulyantha-Wanphet2016 | |
|---|---|
| BibType | ARTICLE |
| Key | Sulyantha-Wanphet2016 |
| Author(s) | Kadek Ray Sulyantha, Phalangchok Wanphet |
| Title | Third-turn talk as a prompt for the expected response: a look at a talk sequence and power manifestation in foreign language classroom conversation |
| Editor(s) | |
| Tag(s) | EMCA, Classroom, Power, Students |
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| Year | 2016 |
| Language | English |
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| Month | |
| Journal | Lebende Sprachen |
| Volume | 61 |
| Number | 1 |
| Pages | 258–279 |
| URL | Link |
| DOI | 10.1515/les-2016-0009 |
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Abstract
Power affects the way turns-at-talk are constructed and function. In the foreign language classroom, research reveals teachers characteristically have more power than students. Evidence that indicates this unequal power is shaping, or the teacher’s practice of altering students’ immediately preceding responses. The purpose of this study is to reveal the process of shaping students’ contributions as performed by a teacher. Specifically, it looks at the next-turn-proof procedure (NTPP), a tool that shows how the next turn provides evidence of the turn-taker’s orientation to the prior turn. While making sense of what comes before, the teacher, as a knowledge expert, shapes the way students interact with the content and language. While six strategies that are considered shaping: 1) scaffolding, 2) direct repair, 3) recast, and 4) teacher-learner echo, are identified elsewhere and in this study, the current study introduces two more strategies; demanding recipients’ change of voice property and involving more next-speakers.
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