Difference between revisions of "Atar-Seedhouse2018"

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(Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Cihat Atar; Paul Seedhouse |Title=A Conversation-Analytic Perspective on the Organization of Teacher-Led Clarification and Its Implicati...")
 
 
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|BibType=ARTICLE
 
|BibType=ARTICLE
 
|Author(s)=Cihat Atar; Paul Seedhouse
 
|Author(s)=Cihat Atar; Paul Seedhouse
|Title=A Conversation-Analytic Perspective on the Organization of Teacher-Led Clarification and Its Implications for L2 Teacher Training
+
|Title=A conversation-analytic perspective on the organization of teacher-led clarification and its implications for L2 teacher training
|Tag(s)=EMCA; Clarification; L2 teacher training; Repair; Language Learning;  
+
|Tag(s)=EMCA; Clarification; L2 teacher training; Repair; Language Learning;
 
|Key=Atar-Seedhouse2018
 
|Key=Atar-Seedhouse2018
 
|Year=2018
 
|Year=2018
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|Volume=11
 
|Volume=11
 
|Number=2
 
|Number=2
|Pages=145-166
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|Pages=145–166
 
|URL=http://www.e-iji.net/dosyalar/iji_2018_2_11.pdf
 
|URL=http://www.e-iji.net/dosyalar/iji_2018_2_11.pdf
|DOI=https://doi.org/10.12973/iji.2018.11211a
+
|DOI=10.12973/iji.2018.11211a
|Abstract=This study analyses teacher-led clarification sequences in a university second
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|Abstract=This study analyses teacher-led clarification sequences in a university second language classroom setting from a conversation-analytic perspective. In the literature, there are many studies of clarification requests, but the focus is on individual categories and quantification. No previous study has examined clarification, as reconceptualised in this study, as a social action using Conversation Analysis methodology. The study draws on 14 hours of L2 classroom data from Newcastle University Corpus of Academic Spoken English database involving international students studying English as a second language. The data is analysed using Conversation Analysis by specifically focusing on sequential organization and the repair mechanism. The findings offer a qualitative and detailed account of clarification from an emic perspective. The analysis suggests that teachers use three types of initiation in clarification and the selection of these types is shown to be strongly related to the extent of epistemic gaps. The analysis also shows that teachers use two further resources when students fail to clarify. These findings have implications for the organization of the repair mechanism in L2 classrooms and for training L2 teachers.
language classroom setting from a conversation-analytic perspective. In the
 
literature, there are many studies of clarification requests, but the focus is on
 
individual categories and quantification. No previous study has examined
 
clarification, as reconceptualised in this study, as a social action using
 
Conversation Analysis methodology. The study draws on 14 hours of L2 classroom
 
data from Newcastle University Corpus of Academic Spoken English database
 
involving international students studying English as a second language. The data is
 
analysed using Conversation Analysis by specifically focusing on sequential
 
organization and the repair mechanism. The findings offer a qualitative and
 
detailed account of clarification from an emic perspective. The analysis suggests
 
that teachers use three types of initiation in clarification and the selection of these
 
types is shown to be strongly related to the extent of epistemic gaps. The analysis
 
also shows that teachers use two further resources when students fail to clarify.
 
These findings have implications for the organization of the repair mechanism in
 
L2 classrooms and for training L2 teachers.
 
 
}}
 
}}

Latest revision as of 03:01, 14 January 2020

Atar-Seedhouse2018
BibType ARTICLE
Key Atar-Seedhouse2018
Author(s) Cihat Atar, Paul Seedhouse
Title A conversation-analytic perspective on the organization of teacher-led clarification and its implications for L2 teacher training
Editor(s)
Tag(s) EMCA, Clarification, L2 teacher training, Repair, Language Learning
Publisher
Year 2018
Language English
City
Month
Journal International Journal of Instruction
Volume 11
Number 2
Pages 145–166
URL Link
DOI 10.12973/iji.2018.11211a
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

Download BibTex

Abstract

This study analyses teacher-led clarification sequences in a university second language classroom setting from a conversation-analytic perspective. In the literature, there are many studies of clarification requests, but the focus is on individual categories and quantification. No previous study has examined clarification, as reconceptualised in this study, as a social action using Conversation Analysis methodology. The study draws on 14 hours of L2 classroom data from Newcastle University Corpus of Academic Spoken English database involving international students studying English as a second language. The data is analysed using Conversation Analysis by specifically focusing on sequential organization and the repair mechanism. The findings offer a qualitative and detailed account of clarification from an emic perspective. The analysis suggests that teachers use three types of initiation in clarification and the selection of these types is shown to be strongly related to the extent of epistemic gaps. The analysis also shows that teachers use two further resources when students fail to clarify. These findings have implications for the organization of the repair mechanism in L2 classrooms and for training L2 teachers.

Notes