Wanphet2016

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Wanphet2016
BibType ARTICLE
Key Wanphet2016
Author(s) Phalangchok Wanphet
Title Analyzing EFL classroom talk during class opening: Topic shift and negotiation
Editor(s)
Tag(s) EMCA, teacher talk, topic shift, classroom communication, class opening, discourse markers
Publisher
Year 2016
Language English
City
Month
Journal Discourse and Interaction
Volume 9
Number 2
Pages 95-120
URL Link
DOI 10.5817/DI2016-2-95
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

This exploratory study, following a conversation analytic (CA) perspective, investigates topic shift in classroom talk during the class opening. The data, which are natural observational, come from three hours of audio-recordings of verbal interaction between four EFL teachers and their students during the class opening at an Asian university. The fi ndings are threefold. First, the EFL teachers’ topic-changing turns are much longer than turns that do not serve the same purpose. Second, the EFL teachers’ topic-changing turns consist of two parts: a) the fi rst part deals with the students’ preceding topic and turns; and b) the second part is intentionally designed to prompt the next topic. Third, discourse markers are placed between the two parts. A close analysis of the EFL teachers’ topic-changing turns suggests that they may make topic shift appear more natural and spontaneous. However, their turns have features that differentiate them from those located in mundane talk.

Notes