Difference between revisions of "Butterfield-Bhatta2015"
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|Key=Butterfield-Bhatta2015 | |Key=Butterfield-Bhatta2015 | ||
|Year=2015 | |Year=2015 | ||
| + | |Language=English | ||
|Journal=The Asian Journal of Applied Linguistics | |Journal=The Asian Journal of Applied Linguistics | ||
|Volume=2 | |Volume=2 | ||
|Number=3 | |Number=3 | ||
| − | |Pages= | + | |Pages=176–185 |
|URL=http://caes.hku.hk/ajal/index.php/ajal/article/viewFile/241/363 | |URL=http://caes.hku.hk/ajal/index.php/ajal/article/viewFile/241/363 | ||
| − | |Abstract=In classrooms, teachers often ask students known-answer questions (e.g., Schegloff, | + | |Abstract=In classrooms, teachers often ask students known-answer questions (e.g., Schegloff, 2007), students respond, and teachers provide feedback about whether the response was correct. This sequence is often referred to as an Initiation-Response-Feedback (IRF) sequence. IRF sequences are a salient feature of classroom discourse first proposed by Sinclair and Coulthard (1975). In recent years team-teaching has become prevalent across Asia but research which investigates the interactional intricacies of team-teaching (e.g., Aline & Hosoda, 2006; J.-E. Park, 2014) is still rare. This study is one of the first to analyse how IRF sequences are performed in a team-teaching classroom and how teachers in team-teaching classrooms co-manage the interaction with the students before, after and during the IRF sequences. In addition, this study examines the process of speaker selection and the variety of forms the IRF can take, paying close attention to the interactional environment of each IRF sequence. |
| − | 2007), students respond, and teachers provide feedback about whether the response | ||
| − | was correct. This sequence is often referred to as an Initiation-Response-Feedback | ||
| − | (IRF) sequence. IRF sequences are a salient feature of classroom discourse first | ||
| − | proposed by Sinclair and Coulthard (1975). In recent years team-teaching has become | ||
| − | prevalent across Asia but research which investigates the interactional intricacies of | ||
| − | team-teaching (e.g., Aline & Hosoda, 2006; J.-E. Park, 2014) is still rare. This study is | ||
| − | one of the first to analyse how IRF sequences are performed in a team-teaching | ||
| − | classroom and how teachers in team-teaching classrooms co-manage the interaction | ||
| − | with the students before, after and during the IRF sequences. In addition, this study | ||
| − | examines the process of speaker selection and the variety of forms the IRF can take, | ||
| − | paying close attention to the interactional environment of each IRF sequence. | ||
}} | }} | ||
Latest revision as of 10:49, 16 December 2019
| Butterfield-Bhatta2015 | |
|---|---|
| BibType | ARTICLE |
| Key | Butterfield-Bhatta2015 |
| Author(s) | Jeffrie Butterfield, Baikuntha Bhatta |
| Title | IRF sequences in team-teaching EFL classrooms |
| Editor(s) | |
| Tag(s) | EMCA, Classroom, Sequence organization, IRF sequences |
| Publisher | |
| Year | 2015 |
| Language | English |
| City | |
| Month | |
| Journal | The Asian Journal of Applied Linguistics |
| Volume | 2 |
| Number | 3 |
| Pages | 176–185 |
| URL | Link |
| DOI | |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
In classrooms, teachers often ask students known-answer questions (e.g., Schegloff, 2007), students respond, and teachers provide feedback about whether the response was correct. This sequence is often referred to as an Initiation-Response-Feedback (IRF) sequence. IRF sequences are a salient feature of classroom discourse first proposed by Sinclair and Coulthard (1975). In recent years team-teaching has become prevalent across Asia but research which investigates the interactional intricacies of team-teaching (e.g., Aline & Hosoda, 2006; J.-E. Park, 2014) is still rare. This study is one of the first to analyse how IRF sequences are performed in a team-teaching classroom and how teachers in team-teaching classrooms co-manage the interaction with the students before, after and during the IRF sequences. In addition, this study examines the process of speaker selection and the variety of forms the IRF can take, paying close attention to the interactional environment of each IRF sequence.
Notes
