Difference between revisions of "Hosoda2014"
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|Author(s)=Yuri Hosoda | |Author(s)=Yuri Hosoda | ||
|Title=Missing response after teacher question in primary school English as a foreign language classes | |Title=Missing response after teacher question in primary school English as a foreign language classes | ||
| − | |Tag(s)=EMCA; Interactional Linguistics; Education; Second Language; Questioning; | + | |Tag(s)=EMCA; Interactional Linguistics; Education; Second Language; Questioning; |
|Key=Hosoda2014 | |Key=Hosoda2014 | ||
|Year=2014 | |Year=2014 | ||
|Journal=Linguistics and Education | |Journal=Linguistics and Education | ||
|Volume=28 | |Volume=28 | ||
| − | |Pages= | + | |Pages=1–16 |
| + | |URL=http://www.sciencedirect.com/science/article/pii/S0898589814000527 | ||
|DOI=10.1016/j.linged.2014.08.002 | |DOI=10.1016/j.linged.2014.08.002 | ||
|Abstract=This study investigates question and answer sequences in primary school English language classes. Using the framework of conversation analysis, it explores instances in which student responses are noticeably absent after teacher questions and reveals teacher interpretation of the missing responses. This study draws on 22 h of video-recorded primary school English classes collected in Japan. The analysis revealed that overwhelmingly teachers treated students’ insufficient linguistic knowledge as a source of missing responses and such interpretation was found to be specific to language classrooms. Moreover, in dealing with missing responses due to students’ linguistic problems, teachers prioritized the preference for dealing with problems in understanding questions over the preference for dealing with problems in producing the answers. However, there were also occasions in which teachers attributed missing responses to their failure in producing questions appropriately. In such cases the trajectory of the interaction approximated to that of mundane conversation and other types of institutional interaction. This study suggests the significant consequences of on-line interactive decisions teachers make in classrooms. | |Abstract=This study investigates question and answer sequences in primary school English language classes. Using the framework of conversation analysis, it explores instances in which student responses are noticeably absent after teacher questions and reveals teacher interpretation of the missing responses. This study draws on 22 h of video-recorded primary school English classes collected in Japan. The analysis revealed that overwhelmingly teachers treated students’ insufficient linguistic knowledge as a source of missing responses and such interpretation was found to be specific to language classrooms. Moreover, in dealing with missing responses due to students’ linguistic problems, teachers prioritized the preference for dealing with problems in understanding questions over the preference for dealing with problems in producing the answers. However, there were also occasions in which teachers attributed missing responses to their failure in producing questions appropriately. In such cases the trajectory of the interaction approximated to that of mundane conversation and other types of institutional interaction. This study suggests the significant consequences of on-line interactive decisions teachers make in classrooms. | ||
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Latest revision as of 11:14, 11 March 2016
| Hosoda2014 | |
|---|---|
| BibType | ARTICLE |
| Key | Hosoda2014 |
| Author(s) | Yuri Hosoda |
| Title | Missing response after teacher question in primary school English as a foreign language classes |
| Editor(s) | |
| Tag(s) | EMCA, Interactional Linguistics, Education, Second Language, Questioning |
| Publisher | |
| Year | 2014 |
| Language | |
| City | |
| Month | |
| Journal | Linguistics and Education |
| Volume | 28 |
| Number | |
| Pages | 1–16 |
| URL | Link |
| DOI | 10.1016/j.linged.2014.08.002 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
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Abstract
This study investigates question and answer sequences in primary school English language classes. Using the framework of conversation analysis, it explores instances in which student responses are noticeably absent after teacher questions and reveals teacher interpretation of the missing responses. This study draws on 22 h of video-recorded primary school English classes collected in Japan. The analysis revealed that overwhelmingly teachers treated students’ insufficient linguistic knowledge as a source of missing responses and such interpretation was found to be specific to language classrooms. Moreover, in dealing with missing responses due to students’ linguistic problems, teachers prioritized the preference for dealing with problems in understanding questions over the preference for dealing with problems in producing the answers. However, there were also occasions in which teachers attributed missing responses to their failure in producing questions appropriately. In such cases the trajectory of the interaction approximated to that of mundane conversation and other types of institutional interaction. This study suggests the significant consequences of on-line interactive decisions teachers make in classrooms.
Notes
