Difference between revisions of "Abhakorn2017"
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|Key=Abhakorn2017 | |Key=Abhakorn2017 | ||
|Year=2017 | |Year=2017 | ||
| + | |Language=English | ||
|Journal=Theory and Practice in Language Studies | |Journal=Theory and Practice in Language Studies | ||
|Volume=7 | |Volume=7 | ||
|Number=1 | |Number=1 | ||
|Pages=29-36 | |Pages=29-36 | ||
| − | | | + | |URL=http://www.academypublication.com/issues2/tpls/vol07/01/04.pdf |
| − | |Abstract= | + | |DOI=10.17507/tpls.0701.04 |
| − | actions; such as a question which makes an answer become relevant next. However, in contexts other than | + | |Abstract=Conversational sequences appear to be basically built around a basic pair of adjacent interactional actions; such as a question which makes an answer become relevant next. However, in contexts other than ordinary conversation, there are more complex features of sequential organization needed to be investigated especially those occurred in institutional contexts. This study applied CA to examine the interactional activities of teaching and learning in English as a Foreign Language (EFL) classroom in Thailand. The results show that teaching and learning are not planned but contingent activities, and that the pedagogical goal of developing language knowledge is mutually achieved in a micro-context of interaction between the teacher and students mostly in a form of coherent successive and extended elicitation and response sequences rather than series of separated courses of random action sequences. Furthermore, detailed pedagogical implications which manifest itself in the developing of these sequences of talk are uncovered in a turn-by-turn basis. This empirical study provides evidence that inform the teaching practices about how classroom talk should be managed successively in order to achieve pedagogical effectiveness. |
| − | ordinary conversation, there are more complex features of sequential organization needed to be investigated | ||
| − | especially those occurred in institutional contexts. This study applied CA to examine the interactional activities | ||
| − | of teaching and learning in English as a Foreign Language (EFL) classroom in Thailand. The results show that | ||
| − | teaching and learning are not planned but contingent activities, and that the pedagogical goal of developing | ||
| − | language knowledge is mutually achieved in a micro-context of interaction between the teacher and students | ||
| − | mostly in a form of coherent successive and extended elicitation and response sequences rather than series of | ||
| − | separated courses of random action sequences. Furthermore, detailed pedagogical implications which manifest | ||
| − | itself in the developing of these sequences of talk are uncovered in a turn-by-turn basis. This empirical study | ||
| − | provides evidence that inform the teaching practices about how classroom talk should be managed successively | ||
| − | in order to achieve pedagogical effectiveness. | ||
}} | }} | ||
Latest revision as of 03:45, 26 September 2023
| Abhakorn2017 | |
|---|---|
| BibType | ARTICLE |
| Key | Abhakorn2017 |
| Author(s) | Jirapa Abhakorn |
| Title | Pedagogical Functions of Sequences Organization of Talk in the EFL Classroom |
| Editor(s) | |
| Tag(s) | EMCA, Classroom interactions, Teachers |
| Publisher | |
| Year | 2017 |
| Language | English |
| City | |
| Month | |
| Journal | Theory and Practice in Language Studies |
| Volume | 7 |
| Number | 1 |
| Pages | 29-36 |
| URL | Link |
| DOI | 10.17507/tpls.0701.04 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Conversational sequences appear to be basically built around a basic pair of adjacent interactional actions; such as a question which makes an answer become relevant next. However, in contexts other than ordinary conversation, there are more complex features of sequential organization needed to be investigated especially those occurred in institutional contexts. This study applied CA to examine the interactional activities of teaching and learning in English as a Foreign Language (EFL) classroom in Thailand. The results show that teaching and learning are not planned but contingent activities, and that the pedagogical goal of developing language knowledge is mutually achieved in a micro-context of interaction between the teacher and students mostly in a form of coherent successive and extended elicitation and response sequences rather than series of separated courses of random action sequences. Furthermore, detailed pedagogical implications which manifest itself in the developing of these sequences of talk are uncovered in a turn-by-turn basis. This empirical study provides evidence that inform the teaching practices about how classroom talk should be managed successively in order to achieve pedagogical effectiveness.
Notes
