Sert2017

Sert2017
BibType	ARTICLE
Key	Sert2017
Author(s)	Olcay Sert
Title	Creating opportunities for L2 learning in a prediction activity
Editor(s)
Tag(s)	EMCA, Prediction activities, Conversation analysis, L2 classroom interaction, Learning opportunities, Learner initiatives, CIC
Publisher	Elsevier BV
Year	2017
Language
City
Month	nov
Journal	System
Volume	70
Number
Pages	14–25
URL	Link
DOI	10.1016/j.system.2017.08.008
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

In addressing teacher talk and its role in providing opportunities for learning in L2 classrooms, a growing number of studies have investigated different ways teachers manage learner initiatives and demonstrate L2 Classroom Interactional Competence. However, despite their commonness in L2 classrooms, an investigation into pre-listening/watching activities (e.g. prediction activities) is scarce in terms of how learning opportunities are created. Based on a corpus of fourteen 45-min EFL classes videotaped at a secondary school in Turkey, the current paper explores the ways student engagement is enhanced and learning opportunities are enacted in pre-watching activities in meaning and fluency contexts. Drawing on the analyses of detailed transcriptions of such activities and utilizing the micro-analytic lens of multimodal conversation analysis, it is revealed that the teacher creates opportunities for language learning by successfully managing learner initiatives and emergent knowledge gaps; evidenced through the appropriate use of resources like embedded correction, embodied repair, and embodied explanations. Evidence for potential language learning will be shown by tracking students’ use of a phrase in meaningful communicative events. The findings have implications for research on L2 classroom interaction, teacher talk, and instructed language learning.

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