Difference between revisions of "CancinoAvila2019"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Marco Octavio Cancino Avila | |Author(s)=Marco Octavio Cancino Avila | ||
| − | |Title=Exploring teachers’ and learners’ overlapped turns | + | |Title=Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for classroom interactional competence |
| − | in the language classroom: | ||
| − | Implications for classroom interactional competence | ||
|Tag(s)=EMCA; Classroom discourse; Classroom interaction; Interactional competence; Overlap; Teacher-learner interaction | |Tag(s)=EMCA; Classroom discourse; Classroom interaction; Interactional competence; Overlap; Teacher-learner interaction | ||
|Key=CancinoAvila2019 | |Key=CancinoAvila2019 | ||
| Line 12: | Line 10: | ||
|Volume=9 | |Volume=9 | ||
|Number=4 | |Number=4 | ||
| − | |Pages= | + | |Pages=581–606 |
| − | | | + | |URL=https://pressto.amu.edu.pl/index.php/ssllt/article/view/20611 |
| − | |Abstract=The language choices that teachers make in the language classroom have been | + | |DOI=10.14746/ssllt.2019.9.4.2 |
| − | found to influence the opportunities for learning given to learners (Seedhouse, | + | |Abstract=The language choices that teachers make in the language classroom have been found to influence the opportunities for learning given to learners (Seedhouse, 2004; Walsh, 2012; Waring, 2009, 2011). The present study expands on research addressing learner-initiated contributions (Garton, 2012; Jacknick, 2011; Waring, Reddington, & Tadic, 2016; Yataganbaba & Yıldırım, 2016) by demonstrating that opportunities for participation and learning can be promoted when teachers allow learners to expand and finish their overlapped turns. Audio recordings of lessons portraying language classroom interaction from three teachers in an adult foreign language classroom (EFL) setting were analyzed and discussed through conversation analysis (CA) methodology. Findings suggest that when teachers are able to navigate overlapping talk in such a way that provides interactional space for learners to complete their contributions, they demonstrate classroom interactional competence (Sert, 2015; Walsh, 2006). The present study contributes to the literature by addressing interactional features that increase interactional space, and an approach to teacher and learner talk that highlights CA’s methodological advantages in capturing the interactional nuances of classroom discourse. |
| − | 2004; Walsh, 2012; Waring, 2009, 2011). The present study expands on research addressing learner-initiated contributions (Garton, 2012; Jacknick, 2011; | ||
| − | Waring, Reddington, & Tadic, 2016; Yataganbaba & Yıldırım, 2016) by demonstrating that opportunities for participation and learning can be promoted when | ||
| − | teachers allow learners to expand and finish their overlapped turns. Audio recordings of lessons portraying language classroom interaction from three teachers in an adult foreign language classroom (EFL) setting were analyzed and discussed through conversation analysis (CA) methodology. Findings suggest that | ||
| − | when teachers are able to navigate overlapping talk in such a way that provides | ||
| − | interactional space for learners to complete their contributions, they demonstrate classroom interactional competence (Sert, 2015; Walsh, 2006). The present study contributes to the literature by addressing interactional features that | ||
| − | increase interactional space, and an approach to teacher and learner talk that | ||
| − | highlights CA’s methodological advantages in capturing the interactional nuances of classroom discourse. | ||
}} | }} | ||
Latest revision as of 03:00, 19 January 2020
| CancinoAvila2019 | |
|---|---|
| BibType | ARTICLE |
| Key | CancinoAvila2019 |
| Author(s) | Marco Octavio Cancino Avila |
| Title | Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for classroom interactional competence |
| Editor(s) | |
| Tag(s) | EMCA, Classroom discourse, Classroom interaction, Interactional competence, Overlap, Teacher-learner interaction |
| Publisher | |
| Year | 2019 |
| Language | English |
| City | |
| Month | |
| Journal | Studies in Second Language Learning and Teaching |
| Volume | 9 |
| Number | 4 |
| Pages | 581–606 |
| URL | Link |
| DOI | 10.14746/ssllt.2019.9.4.2 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
The language choices that teachers make in the language classroom have been found to influence the opportunities for learning given to learners (Seedhouse, 2004; Walsh, 2012; Waring, 2009, 2011). The present study expands on research addressing learner-initiated contributions (Garton, 2012; Jacknick, 2011; Waring, Reddington, & Tadic, 2016; Yataganbaba & Yıldırım, 2016) by demonstrating that opportunities for participation and learning can be promoted when teachers allow learners to expand and finish their overlapped turns. Audio recordings of lessons portraying language classroom interaction from three teachers in an adult foreign language classroom (EFL) setting were analyzed and discussed through conversation analysis (CA) methodology. Findings suggest that when teachers are able to navigate overlapping talk in such a way that provides interactional space for learners to complete their contributions, they demonstrate classroom interactional competence (Sert, 2015; Walsh, 2006). The present study contributes to the literature by addressing interactional features that increase interactional space, and an approach to teacher and learner talk that highlights CA’s methodological advantages in capturing the interactional nuances of classroom discourse.
Notes
