Ustunel2014

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Ustunel2014
BibType ARTICLE
Key Ustunel2014
Author(s) Eda Üstünel
Title The sequential organisation of classroom discourse at an EFL kindergarten classroom
Editor(s)
Tag(s) EMCA, Education, Classroom interactions, Children
Publisher
Year 2014
Language
City
Month
Journal Procedia — Social and Behavioral Sciences
Volume 141
Number
Pages 115–118
URL Link
DOI 10.1016/j.sbspro.2014.05.021
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

This study examines the micro-analytic sequential organisation of classroom discourse at a kindergarten English-as-a-foreign- language (EFL) classroom in Muğla, Turkey. The participants are 16 Turkish trainee teachers of English who have no formal teaching experience. The data is collected through classroom observation, questionnaires, interviews and artefacts. Conversation analysis methodology is adopted to analyse the classroom interaction of six hours. This study looks closely into the turn-taking organisation, the sequencing of adjacency pairs and the repair mechanism. The main implication of this research is to suggest that the micro-analytic approach to classroom discourse should be adopted in order to train non-native English language trainee teachers’ classroom language use to reach a more efficient learning environment.

Notes