Difference between revisions of "Sert2017"
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|Tag(s)=EMCA;Prediction activities; Conversation Analysis; L2 classroom interaction; Learning opportunities; Learner initiatives; CIC | |Tag(s)=EMCA;Prediction activities; Conversation Analysis; L2 classroom interaction; Learning opportunities; Learner initiatives; CIC | ||
|Key=Sert2017 | |Key=Sert2017 | ||
| − | |||
|Year=2017 | |Year=2017 | ||
| − | | | + | |Language=English |
|Journal=System | |Journal=System | ||
|Volume=70 | |Volume=70 | ||
|Pages=14–25 | |Pages=14–25 | ||
| − | |URL=https:// | + | |URL=https://www.sciencedirect.com/science/article/abs/pii/S0346251X16303165 |
|DOI=10.1016/j.system.2017.08.008 | |DOI=10.1016/j.system.2017.08.008 | ||
|Abstract=In addressing teacher talk and its role in providing opportunities for learning in L2 classrooms, a growing number of studies have investigated different ways teachers manage learner initiatives and demonstrate L2 Classroom Interactional Competence. However, despite their commonness in L2 classrooms, an investigation into pre-listening/watching activities (e.g. prediction activities) is scarce in terms of how learning opportunities are created. Based on a corpus of fourteen 45-min EFL classes videotaped at a secondary school in Turkey, the current paper explores the ways student engagement is enhanced and learning opportunities are enacted in pre-watching activities in meaning and fluency contexts. Drawing on the analyses of detailed transcriptions of such activities and utilizing the micro-analytic lens of multimodal conversation analysis, it is revealed that the teacher creates opportunities for language learning by successfully managing learner initiatives and emergent knowledge gaps; evidenced through the appropriate use of resources like embedded correction, embodied repair, and embodied explanations. Evidence for potential language learning will be shown by tracking students’ use of a phrase in meaningful communicative events. The findings have implications for research on L2 classroom interaction, teacher talk, and instructed language learning. | |Abstract=In addressing teacher talk and its role in providing opportunities for learning in L2 classrooms, a growing number of studies have investigated different ways teachers manage learner initiatives and demonstrate L2 Classroom Interactional Competence. However, despite their commonness in L2 classrooms, an investigation into pre-listening/watching activities (e.g. prediction activities) is scarce in terms of how learning opportunities are created. Based on a corpus of fourteen 45-min EFL classes videotaped at a secondary school in Turkey, the current paper explores the ways student engagement is enhanced and learning opportunities are enacted in pre-watching activities in meaning and fluency contexts. Drawing on the analyses of detailed transcriptions of such activities and utilizing the micro-analytic lens of multimodal conversation analysis, it is revealed that the teacher creates opportunities for language learning by successfully managing learner initiatives and emergent knowledge gaps; evidenced through the appropriate use of resources like embedded correction, embodied repair, and embodied explanations. Evidence for potential language learning will be shown by tracking students’ use of a phrase in meaningful communicative events. The findings have implications for research on L2 classroom interaction, teacher talk, and instructed language learning. | ||
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Latest revision as of 10:04, 28 December 2019
| Sert2017 | |
|---|---|
| BibType | ARTICLE |
| Key | Sert2017 |
| Author(s) | Olcay Sert |
| Title | Creating opportunities for L2 learning in a prediction activity |
| Editor(s) | |
| Tag(s) | EMCA, Prediction activities, Conversation Analysis, L2 classroom interaction, Learning opportunities, Learner initiatives, CIC |
| Publisher | |
| Year | 2017 |
| Language | English |
| City | |
| Month | |
| Journal | System |
| Volume | 70 |
| Number | |
| Pages | 14–25 |
| URL | Link |
| DOI | 10.1016/j.system.2017.08.008 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
In addressing teacher talk and its role in providing opportunities for learning in L2 classrooms, a growing number of studies have investigated different ways teachers manage learner initiatives and demonstrate L2 Classroom Interactional Competence. However, despite their commonness in L2 classrooms, an investigation into pre-listening/watching activities (e.g. prediction activities) is scarce in terms of how learning opportunities are created. Based on a corpus of fourteen 45-min EFL classes videotaped at a secondary school in Turkey, the current paper explores the ways student engagement is enhanced and learning opportunities are enacted in pre-watching activities in meaning and fluency contexts. Drawing on the analyses of detailed transcriptions of such activities and utilizing the micro-analytic lens of multimodal conversation analysis, it is revealed that the teacher creates opportunities for language learning by successfully managing learner initiatives and emergent knowledge gaps; evidenced through the appropriate use of resources like embedded correction, embodied repair, and embodied explanations. Evidence for potential language learning will be shown by tracking students’ use of a phrase in meaningful communicative events. The findings have implications for research on L2 classroom interaction, teacher talk, and instructed language learning.
Notes
