Difference between revisions of "Duran2020"

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{{BibEntry
 
{{BibEntry
|Key=Duran2020
+
|BibType=ARTICLE
|Key=Duran2020
+
|Author(s)=Derya Duran; Christine M. Jacknick;
 
|Title=Teacher Response Pursuits in Whole Class Post-Task Discussions
 
|Title=Teacher Response Pursuits in Whole Class Post-Task Discussions
|Author(s)=Derya Duran; Christine M. Jacknick;
 
 
|Tag(s)=Conversation analysis; English as a medium of instruction; Questions; Response pursuits; Whole class discussions; EMCA
 
|Tag(s)=Conversation analysis; English as a medium of instruction; Questions; Response pursuits; Whole class discussions; EMCA
|BibType=ARTICLE
+
|Key=Duran2020
 
|Year=2020
 
|Year=2020
 
|Month=apr
 
|Month=apr
 
|Journal=Linguistics and Education
 
|Journal=Linguistics and Education
 
|Volume=56
 
|Volume=56
|Pages=100808
+
|Number=100808
 
|DOI=10.1016/j.linged.2020.100808
 
|DOI=10.1016/j.linged.2020.100808
 
|Abstract=This paper explores teacher elicitation practices following a perceived absence of a response to an initial inquiry. Specifically, we focus on whole class post-task discussions where a teacher pursues responses in post-first position following students' non-uptake, and thus makes her orientation toward the expectation of a response publicly available. The data for this study come from 30 h of video-recorded classroom interactions in an English as a medium of instruction university in Turkey. Using Conversation Analysis, this study demonstrates that when confronted with a non-response to her initial elicitation in whole class interaction, in addition to drawing on interactional resources (e.g., designedly incomplete utterances, increments) that have been described in earlier research on response pursuits, the teacher uses two additional strategies to secure an answer: (1) modeling a response by personalizing the task, and (2) drawing on a range of multimodal resources (i.e., pedagogical artifact, embodied behavior, vocalization) to elicit engagement. The study particularly focuses on how the teacher employs multimodal tools to promote engagement and to further the progress of the ongoing pedagogical activity (i.e., reflective discussions) when a response is due but not provided. The findings have implications for understanding the design and delivery of teacher response pursuits, and thus contribute to our understanding of turn allocation practices during the whole class sharing phase in content classrooms.
 
|Abstract=This paper explores teacher elicitation practices following a perceived absence of a response to an initial inquiry. Specifically, we focus on whole class post-task discussions where a teacher pursues responses in post-first position following students' non-uptake, and thus makes her orientation toward the expectation of a response publicly available. The data for this study come from 30 h of video-recorded classroom interactions in an English as a medium of instruction university in Turkey. Using Conversation Analysis, this study demonstrates that when confronted with a non-response to her initial elicitation in whole class interaction, in addition to drawing on interactional resources (e.g., designedly incomplete utterances, increments) that have been described in earlier research on response pursuits, the teacher uses two additional strategies to secure an answer: (1) modeling a response by personalizing the task, and (2) drawing on a range of multimodal resources (i.e., pedagogical artifact, embodied behavior, vocalization) to elicit engagement. The study particularly focuses on how the teacher employs multimodal tools to promote engagement and to further the progress of the ongoing pedagogical activity (i.e., reflective discussions) when a response is due but not provided. The findings have implications for understanding the design and delivery of teacher response pursuits, and thus contribute to our understanding of turn allocation practices during the whole class sharing phase in content classrooms.
 
}}
 
}}

Revision as of 10:19, 23 March 2020

Duran2020
BibType ARTICLE
Key Duran2020
Author(s) Derya Duran, Christine M. Jacknick
Title Teacher Response Pursuits in Whole Class Post-Task Discussions
Editor(s)
Tag(s) Conversation analysis, English as a medium of instruction, Questions, Response pursuits, Whole class discussions, EMCA
Publisher
Year 2020
Language
City
Month apr
Journal Linguistics and Education
Volume 56
Number 100808
Pages
URL
DOI 10.1016/j.linged.2020.100808
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

This paper explores teacher elicitation practices following a perceived absence of a response to an initial inquiry. Specifically, we focus on whole class post-task discussions where a teacher pursues responses in post-first position following students' non-uptake, and thus makes her orientation toward the expectation of a response publicly available. The data for this study come from 30 h of video-recorded classroom interactions in an English as a medium of instruction university in Turkey. Using Conversation Analysis, this study demonstrates that when confronted with a non-response to her initial elicitation in whole class interaction, in addition to drawing on interactional resources (e.g., designedly incomplete utterances, increments) that have been described in earlier research on response pursuits, the teacher uses two additional strategies to secure an answer: (1) modeling a response by personalizing the task, and (2) drawing on a range of multimodal resources (i.e., pedagogical artifact, embodied behavior, vocalization) to elicit engagement. The study particularly focuses on how the teacher employs multimodal tools to promote engagement and to further the progress of the ongoing pedagogical activity (i.e., reflective discussions) when a response is due but not provided. The findings have implications for understanding the design and delivery of teacher response pursuits, and thus contribute to our understanding of turn allocation practices during the whole class sharing phase in content classrooms.

Notes