Difference between revisions of "Boblett2018"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Nancy Boblett | |Author(s)=Nancy Boblett | ||
| − | |Title=Doing | + | |Title=Doing exploratory talk in the language classroom: a sequential account |
|Tag(s)=EMCA; Classroom Discourse; ESL; Sequence organization; Exploratory talk | |Tag(s)=EMCA; Classroom Discourse; ESL; Sequence organization; Exploratory talk | ||
|Key=Boblett2018 | |Key=Boblett2018 | ||
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|Language=English | |Language=English | ||
|Journal=Hacettepe University Journal of Education | |Journal=Hacettepe University Journal of Education | ||
| − | | | + | |Number=33 |
| − | |Pages= | + | |Pages=261–277 |
|URL=http://www.efdergi.hacettepe.edu.tr/makale_goster.php?id=2918 | |URL=http://www.efdergi.hacettepe.edu.tr/makale_goster.php?id=2918 | ||
| − | |DOI= | + | |DOI=10.16986/HUJE.2018038806 |
|Abstract=Building on William Barnes’ research (1992; 2008; 2010) on how exploratory talk can be used as a tool to work on understanding and promote learning in L1 elementary school classrooms, I examine exploratory talk in the adult ESL classroom. Ten hours of two adult ESL classes were videotaped, transcribed, and analyzed using a conversation analytic (CA) framework. The analysis shows that exploratory talk is implemented through a 5-stage sequential structure and can be teacher- or jointly-led. Each stage in the sequence is introduced, supported, and managed as much by gestures, gaze, and movement as by talk and silence. The findings not only suggest that exploratory talk offers an important resource for resolving language issues but also how this can be done step-by-step in real time. The findings contribute to previous research on exploratory talk by locating this talk within larger exploratory sequences, calling attention to crucial nonverbal conduct, and examining these sequences in the adult ESL classroom. | |Abstract=Building on William Barnes’ research (1992; 2008; 2010) on how exploratory talk can be used as a tool to work on understanding and promote learning in L1 elementary school classrooms, I examine exploratory talk in the adult ESL classroom. Ten hours of two adult ESL classes were videotaped, transcribed, and analyzed using a conversation analytic (CA) framework. The analysis shows that exploratory talk is implemented through a 5-stage sequential structure and can be teacher- or jointly-led. Each stage in the sequence is introduced, supported, and managed as much by gestures, gaze, and movement as by talk and silence. The findings not only suggest that exploratory talk offers an important resource for resolving language issues but also how this can be done step-by-step in real time. The findings contribute to previous research on exploratory talk by locating this talk within larger exploratory sequences, calling attention to crucial nonverbal conduct, and examining these sequences in the adult ESL classroom. | ||
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Latest revision as of 01:39, 14 January 2020
| Boblett2018 | |
|---|---|
| BibType | ARTICLE |
| Key | Boblett2018 |
| Author(s) | Nancy Boblett |
| Title | Doing exploratory talk in the language classroom: a sequential account |
| Editor(s) | |
| Tag(s) | EMCA, Classroom Discourse, ESL, Sequence organization, Exploratory talk |
| Publisher | |
| Year | 2018 |
| Language | English |
| City | |
| Month | |
| Journal | Hacettepe University Journal of Education |
| Volume | |
| Number | 33 |
| Pages | 261–277 |
| URL | Link |
| DOI | 10.16986/HUJE.2018038806 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Building on William Barnes’ research (1992; 2008; 2010) on how exploratory talk can be used as a tool to work on understanding and promote learning in L1 elementary school classrooms, I examine exploratory talk in the adult ESL classroom. Ten hours of two adult ESL classes were videotaped, transcribed, and analyzed using a conversation analytic (CA) framework. The analysis shows that exploratory talk is implemented through a 5-stage sequential structure and can be teacher- or jointly-led. Each stage in the sequence is introduced, supported, and managed as much by gestures, gaze, and movement as by talk and silence. The findings not only suggest that exploratory talk offers an important resource for resolving language issues but also how this can be done step-by-step in real time. The findings contribute to previous research on exploratory talk by locating this talk within larger exploratory sequences, calling attention to crucial nonverbal conduct, and examining these sequences in the adult ESL classroom.
Notes
