https://emcawiki.net/index.php?title=Ebshiana2020&feed=atom&action=historyEbshiana2020 - Revision history2024-03-28T23:09:40ZRevision history for this page on the wikiMediaWiki 1.31.1https://emcawiki.net/index.php?title=Ebshiana2020&diff=26092&oldid=prevElliottHoey: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Asma Ebshiana |Title=Response Tokens and Their Sequential Action in the Teacher Third Turn (Note 1) A Conversation Analysis Case Study..."2020-08-08T14:29:58Z<p>Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Asma Ebshiana |Title=Response Tokens and Their Sequential Action in the Teacher Third Turn (Note 1) A Conversation Analysis Case Study..."</p>
<p><b>New page</b></p><div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Asma Ebshiana<br />
|Title=Response Tokens and Their Sequential Action in the<br />
Teacher Third Turn (Note 1) A Conversation Analysis<br />
Case Study in the EFL Classroom<br />
|Tag(s)=EMCA; Response tokens; Classroom<br />
|Key=Ebshiana2020<br />
|Year=2020<br />
|Language=English<br />
|Journal=International Journal of Linguistics<br />
|Volume=12<br />
|Number=2<br />
|URL=https://pdfs.semanticscholar.org/8c17/b104eaca17fa4932fe0b255e8284741e2a4d.pdf<br />
|DOI=https://doi.org/10.5296/ijl.v12i2.16585<br />
|Abstract=In classroom settings, students` responses are regularly evaluated through the ubiquitous<br />
three-part sequence. It is through this pattern that teachers encourage student participation.<br />
Usually, the teacher uses response tokens such as “Okay”, Right” /” Alright”, “Mhm” “Oh”,<br />
in the third turn slot. These tokens are crucial and recurrent because they show where the<br />
teacher assesses the correctness or appropriateness of the students‟ responses either end the<br />
sequence or begin a turn which ends the sequence. Moreover, such tokens have an impact on<br />
the sequence expansion and on the students‟ participation. This article is a part of a large<br />
study examining the overall structure of the three-part sequence in data collected in an<br />
English pre-sessional programme (PSP) at the University of Huddersfield. The present article<br />
focuses on the analysis of naturally occurring data by using Conversation Analysis<br />
framework, henceforth (CA). A deep analysis is performed to examine how response tokens<br />
as evaluative responses are constructed sequentially in the third turn sequence as a closing<br />
action, whilst considering how some responses do not act as a closing sequence, since they<br />
elaborate and invite further talk. The results of response tokens have shown that they are<br />
greatly multifaceted. The analysis concluded that not all responses do the same function in<br />
the teacher‟s third turn. Apart from confirming and acknowledging the student responses and<br />
maintaining listenership, some invite further contribution, others close and shift to another<br />
topic that designates closing the sequence, and some show a “change of state”. Their<br />
functions relate to their transitions, pauses and their intonation in the on-going sequence.<br />
}}</div>ElliottHoey