Single episode analysis of extended conflict talk sequences in second language classroom discussion

2015 ◽  
Vol 3 (2) ◽  
pp. 231-262 ◽  
Author(s):  
Yuri Hosoda ◽  
David Aline
Keyword(s):  
Second Language ◽  
Group Discussion ◽  
Classroom Interaction ◽  
Institutional Context ◽  
Classroom Discussion ◽  
Single Episode ◽  
Conflict Talk ◽  
Language Classroom ◽  
Research Findings ◽  
Institutional Contexts

Numerous studies have examined conflict talk from an ethnomethodological perspective, scrutinizing development of conflict talk sequences (e.g., Coulter 1990; Maynard 1985a). We take up this strand of research to examine an extended episode of conflict talk in a second language (L2) classroom. Throughout this study, we conduct a detailed analysis of a single episode, applying previous research findings and using this analysis as a springboard into uncovering distinct aspects of conflict talk in this institutional context that may also be generalizable to other institutional contexts. The focus here is on an extended dispute occurring in a group discussion extracted from a larger corpus of L2 classroom interaction.

Deployment of the formulaic utterance “how about∼” in task-based second language classroom discussions

2021 ◽  
Vol 18 (4) ◽  
pp. 425-446
Author(s):  
David Aline ◽  
Yuri Hosoda
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Fine Grained ◽  
Japanese Learners Of English ◽  
Language Classroom ◽  
Alternative Procedures ◽  
Japanese Learners

Abstract Formulaic speech has long been of interest in studies of second language learning and pragmatic use as production and comprehension of formulaic utterances requires less processing and production effort and, therefore, allows for greater fluency. This study scrutinizes the sequential positions and actions of one formulaic utterance “how about∼” from the participants’ perspective. This conversation analytic study offers a fine-grained microanalysis of student interaction during classroom peer discussion activities. The data consist of over 54 h of video-recorded classroom interaction. Analysis revealed several positions and actions of “how about∼” as it occurs during peer discussions by Japanese learners of English. Emerging from analysis was a focus on how learners deploy this formulaic utterance to achieve various actions within sequences of interaction. Analysis revealed that participants used “how about∼” for (a) explicitly selecting next speaker, (b) shifting topics, (c) proposing a solution, and (d) suggesting alternative procedures. Although the formula was deployed to perform these four different actions, consistent throughout all instances was the disclosure of learner orientation to the progressivity of the task interaction. The findings show how language learners deploy this formulaic utterance in discussion tasks designed for language learning and highlights the pragmatic functions of this phrase.

Second-Language Classroom Interaction: Questions and Answers in ESL Classes

Language ◽  
1996 ◽  
Vol 72 (1) ◽  
pp. 189
Author(s):  
Theresa A. Waldspurger ◽  
Ann C. Wintergerst
Keyword(s):  
Second Language ◽  
Classroom Interaction ◽  
Language Classroom ◽  
Questions And Answers

scholarly journals INTERACTION PATTERNS IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM AT LOWER SECONDARY SCHOOLS

2017 ◽  
Vol 6 (1) ◽  
pp. 99 ◽  
Author(s):  
Hanna Sundari ◽  
Zainal Rafli ◽  
Sakura Ridwan
Keyword(s):  
Secondary Schools ◽  
Language Learning ◽  
English Language ◽  
Group Discussion ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Interaction Patterns ◽  
English As Foreign Language ◽  
Language Classroom ◽  
Lower Secondary Schools

Interaction plays an important role in language learning process in classroom setting. This present study aims at investigating the patterns used in classroom interaction by English lower secondary teachers. Using qualitative approach, this study was carried out in eight lower secondary schools (SMP) in Jakarta. Moreover, twenty English language experienced teachers with three to thirty-six years of teaching experiences were recruited as participants. Interviews, classroom observations/recording and focus-group discussion were instruments to collect data. For analyzing the data, qualitative data analysis was selected in developing categories and sub-categories of the data. The findings showed that the teachers apply at least three identified interactional patterns in EFL classroom in which modify the IRF structure. Teachers initiate interaction to the entire class (T-whole class interaction) by giving questions and instruction. Then, they also point out one specific student to answer the question or do the required task (Teacher fronted student interaction). In addition, teachers set the classroom activity to make the students interact each other (student-student interaction). Moreover, the student responses and other interactional features identified in language classroom are also discussed.Keywords: interaction patterns, EFL classrooms, secondary school

scholarly journals Students’ Attitude to the Cynical Words Used by the Teacher in the Classroom

2018 ◽  
Vol 1 (5) ◽  
pp. 624
Author(s):  
Ade Sarkosih ◽  
Duduh Abdulah
Keyword(s):  
Second Language ◽  
Positive Attitude ◽  
Negative Impact ◽  
Classroom Interaction ◽  
The Other ◽  
Vocational School ◽  
Language Classroom

In the second language classroom, the teacher sometimes reminds or rebuke the students’ mistake by using the cynical word. This word is considered inappropriate because it tends to disparage the students. Thus it can hurt their feeling. This study is aimed to investigate the students’ attitude toward the cynical words used by the teacher in the classroom interaction. The method used was qualitative. The respondents were students at one vocational school in Batujajar, Bandung. The interview was used as the instrument to collect the data. The question of the interview was developed based on the component of attitude proposed by (Schiffman & Kanuk, 2004). The result showed that the students had a positive attitude toward the cynical words used by the teacher in the classroom. They thought it was quite effective to remind them of their mistake. Unfortunately, it had a negative impact on the students feeling. The students felt sad and embarrassed when the teacher rebuke them in front of their classmate. This indicates the teacher cannot use cynical words too often in the classroom interaction. It is better for them to use the other way that is more appropriate in reminding the students’ mistake.Keywords: attitude, cynical words, classroom interaction

scholarly journals The Co-Construction of Participation Through Oral Mediation in the EFL Classroom

2016 ◽  
Vol 18 (1) ◽  
pp. 149-163
Author(s):  
Jose David Herazo Rivera ◽  
Anamaría Sagre Barboza
Keyword(s):  
Second Language ◽  
Meaning Making ◽  
Classroom Interaction ◽  
Ninth Grade ◽  
Necessary Condition ◽  
Language Teacher ◽  
Language Classroom ◽  
Ninth Grade Students ◽  
Cultural Tools ◽  
Class Interaction

<span>Sociocultural theory argues that an individual’s mental, social, and material activity is mediated by cultural tools. One such tool is the language or discourse teachers use during whole class interaction in the second language classroom. The purpose of this study was to examine how a Colombian se-cond language teacher mediated her ninth-grade students’ participation during classroom interaction. We videotaped and transcribed five lessons and interviewed the teacher after each lesson. Findings revealed that the teacher mainly used questions, elaborations, recasts, and continuatives in patterned combinations to help learners co-construct relevant content and sustained participation. Such mediation provided learners with frequent affordances to engage in meaning-making, a necessary condition for developing a new language.</span>

Sign in / Sign up

Export Citation Format

Share Document