Hosoda2014

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Hosoda2014
BibType ARTICLE
Key Hosoda2014
Author(s) Yuri Hosoda
Title Missing response after teacher question in primary school English as a foreign language classes
Editor(s)
Tag(s) EMCA, Interactional Linguistics, Education, Second Language, Questioning
Publisher
Year 2014
Language
City
Month
Journal Linguistics and Education
Volume 28
Number
Pages 1–16
URL Link
DOI 10.1016/j.linged.2014.08.002
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

This study investigates question and answer sequences in primary school English language classes. Using the framework of conversation analysis, it explores instances in which student responses are noticeably absent after teacher questions and reveals teacher interpretation of the missing responses. This study draws on 22 h of video-recorded primary school English classes collected in Japan. The analysis revealed that overwhelmingly teachers treated students’ insufficient linguistic knowledge as a source of missing responses and such interpretation was found to be specific to language classrooms. Moreover, in dealing with missing responses due to students’ linguistic problems, teachers prioritized the preference for dealing with problems in understanding questions over the preference for dealing with problems in producing the answers. However, there were also occasions in which teachers attributed missing responses to their failure in producing questions appropriately. In such cases the trajectory of the interaction approximated to that of mundane conversation and other types of institutional interaction. This study suggests the significant consequences of on-line interactive decisions teachers make in classrooms.

Notes