Classroom Discourse and Multimodal Conversation Analysis

2021 ◽  
pp. 15-40
Author(s):  
Christine M. Jacknick
Keyword(s):  
Conversation Analysis ◽  
Classroom Discourse ◽  
Body Movement ◽  
Student Participation ◽  
Classroom Interaction ◽  
Willingness To Participate ◽  
Methodological Framework ◽  
Interactional Competence ◽  
Movement Artifacts

This chapter provides a background of classroom discourse research with particular focus on research into the interactional organization of classroom interaction. Walsh’s (200, 2011) modes are introduced as a key framework for this volume. Prior research on student participation is summarized here, including the concepts of (un)willingness to participate and classroom interactional competence. Finally, multimodal conversation analysis, the methodological framework for this volume, is presented, including brief summaries of research on gaze, gesture, body movement, artifacts, and complex multimodal Gestalts. Notes on transcription practices are presented here, as well as descriptions of the data corpora drawn upon for this study.

scholarly journals Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for classroom interactional competence

2019 ◽  
Vol 9 (4) ◽  
pp. 581-606
Author(s):  
Marco Octavio Cancino Avila
Keyword(s):  
Foreign Language ◽  
Conversation Analysis ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
Interactional Competence ◽  
Language Choices ◽  
Opportunities For Learning ◽  
Language Classroom ◽  
Audio Recordings ◽  
Interactional Features

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.

scholarly journals PRAKTEK KEKUASAAN DAN DOMINASI GURU DI DALAM KELAS DITINJAU DARI STRUKTUR WACANA PEDAGOGIK PEMBELAJARAN BAHASA INGGRIS

2015 ◽  
Vol 9 (1) ◽  
pp. 19
Author(s):  
Hamzah Hamzah ◽  
Kurnia Ningsih
Keyword(s):  
Discourse Analysis ◽  
Key Words ◽  
Critical Discourse Analysis ◽  
Conversation Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Critical Discourse ◽  
English Teacher

This study is aimed at exploring the way the English teachers at senior high schools exercise power and domination during the teaching and learning process. Conversation analysis and critical discourse analysis were used to analyze the data. The data were generated from thirty transcripts of classroom interaction comprising of two academic hour session for each transcript. The findings of this study revealed that the English teacher still exercised strong power and domination in the classroom. Most exchanges were initiated by the teacher (93%), and the students involvements were limited to providing responses in accordance with the information initiated by their teacher. The teachers’ domination was also seen in the length of the turns. The teachers normally had extended turn comprising one clause or more, while students’ contributions were normally short consisting of one word, one phrase, and one clause was the longest in each turn. Beside the two indicators, the teachers’ power and domination were seen in controlling the topic, giving instruction, asking close questions and providing correction. Key words: conversation, classroom discourse, power and domination

Multimodal Participation and Engagement

2021 ◽  
Author(s):  
Christine M. Jacknick
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Reflective Practice ◽  
Conversation Analysis ◽  
Student Participation ◽  
Classroom Interaction ◽  
Holistic Approach ◽  
Multimodal Analysis ◽  
Learning Contexts ◽  
Practice Teacher

Traditionally, teachers and researchers have looked for student participation in moments when teachers provide interactional space for it – this book takes a more holistic approach, examining how learners are participating (or not) throughout classroom interaction. It looks beyond turn-taking to consider participation as a multimodal phenomenon, including actions such as posture and gaze. It also expands the scope of classroom conversation analysis in three ways: 1) by focusing on student actions 2) by incorporating multimodal analysis, and 3) by examining both language learning contexts and non-L2 classrooms. In doing so the book uncovers how the identity of ‘being a student’ is enacted and provides implications for practice, teacher education and observation including emphasis on teacher interactional awareness and reflective practice.

scholarly journals Classroom Discourse as Institutional Interaction: From the Perspective of Conversation Analysis

2021 ◽  
Vol 11 (4) ◽  
pp. 4573-4585
Author(s):  
Hanifah Nur Zulkifly ◽  
Nizaita Omar ◽  
Zulkifly Muda ◽  
Nabilah [email protected] ◽  
Farah Diana Mohmad Zali ◽  
...  
Keyword(s):  
Conversation Analysis ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
Point Of View ◽  
Traditional Classroom ◽  
Institutional Interaction ◽  
The Subject ◽  
Harvey Sacks ◽  
Task Oriented ◽  
Institutional View

In this study, classroom discourse is chosen as the subject to be analysed in terms of the basic structures of conversation analysis (CA) which are turn-taking organisation, sequence organisation, repair and action formation, as developed principally by Harvey Sacks, Emanuel Schegloff and Gail Jefferson. As a form of educational talk, classroom interaction should be scrutinised not only in a conversational perspective, but also from an institutional view. Many controversies and debates regarding this particular discourse are present from the conversation analytic point of view, indicating that it is indeed an important subject that need extended studies on. This study analyses learner-learner interaction in task-oriented, learner-centred classrooms, instead of traditional classroom interaction, from the conversation analytic perspective. It helps expanding the research on this subject to a new focus, which is modern classroom interaction.

scholarly journals Teachers’ Understanding-Check Practices and Learners’ Following Orientations in EFL Classroom Interaction: A Conversation Analytic Study

2017 ◽  
Vol 20 (3) ◽  
pp. 26-49
Author(s):  
Sedigheh Karimpour ◽  
Baqer Yaqubi
Keyword(s):  
Teacher Education ◽  
Conversation Analysis ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
Analytic Study ◽  
Cultural Perspective ◽  
Efl Learners ◽  
Naturally Occurring ◽  
Efl Teachers ◽  
Question And Answer

Classroom discourse is typically dominated by question and answer routines in which teachers ask most of the questions, a practice constituting one of the principal ways in which they control the discourse and push learners to contribute to classroom interaction (Brock, 1986; Walsh, 2006). Most of previous research on teachers’ questions mainly focused on identifying and discovering different question types which believed to be helpful in creating the opportunities for learners’ interactions. Drawing on conversation analysis through adopting socio-cultural perspective, this study, however, aims to examine how EFL learners orient to the teachers’ understanding-check questions in three sequential contexts (activity-boundary, post instruction and within-activity) which emerged in this study. Informed by the tenets of conversation analysis, we have observed, videotaped, and transcribed line-by-line 6 EFL teachers’ naturally-occurring classroom interaction. Analyses of 8 episodes from the data suggest that learners seemingly orient to the understanding-check questions used by their teachers as preferring no-problem, which is marked in their orientations to show no-problem responses in the preferred format and yesproblem responses in the dispreferred format. The findings of this study have implications for teacher education.

scholarly journals Translanguaging in an EFL classroom discourse: To what extent it is helpful for the students?

2021 ◽  
Vol 1 (1) ◽  
pp. 42-46
Author(s):  
Dinda Gusti Ayu Berlianti ◽  
◽  
Intan Pradita
Keyword(s):  
Higher Education ◽  
Thematic Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Classroom Interaction ◽  
Face To Face ◽  
Full Face ◽  
Complex Subject

Translanguaging is a tool for bilingual or multilingual to learn more than one language.  In the field of linguistic, translanguaging is not something new. However, its implementation is still found rare in higher education. To fill this void, this study aims to investigate the implementation of translanguaging in classroom, especially in higher education. This research was intended to answer how helpful translanguaging practices in EFL Classroom is. By using qualitative method, the data were collected by recording two credits full face-to-face classroom interaction. One lecturer and her forty-five students voluntarily became the research participants.  The data were then analyzed by using thematic analysis. The findings showed that the practices were helpful in a way that the tutors could build an engaging dialogue for the students, enabling them to understand the complex learning materials. These findings then implied that in the teaching and learning process, EFL lecturers tend to be more attentive as they prefer to have their students understanding on complex subject to build English proficiency of their students’.

scholarly journals Going beyond the Text: Interactional Competence in Reading Comprehension Class

2021 ◽  
Vol 12 (4) ◽  
pp. 259-278
Author(s):  
Sabria Jawhar ◽  
Sajjadllah Alhawsawi ◽  
Steve Walsh
Keyword(s):  
Reading Comprehension ◽  
Single Case ◽  
Theoretical Perspective ◽  
Classroom Interaction ◽  
Wait Time ◽  
Engaged Learning ◽  
Sociocultural Perspective ◽  
Interactional Competence ◽  
Linguistic Resources ◽  
Pedagogical Goals

Drawing on the principles underlying conversation analysis (CA), this paper is a single case analysis of interaction in an English as a foreign language (EFL) reading comprehension classroom in Saudi Arabia. It looks at learning from a sociocultural perspective and uses constructs from this theoretical perspective. It focuses on Classroom Interactional Competence (CIC) (Walsh, 2013), showing classroom interaction features that are considered CIC. The paper reflects how an understanding of the concept can lead to more dialogic, engaged learning environments. The paper also connects CIC to teachers’ ability to manipulate simple classroom interactional resources to make the teaching process more effective. The paper demonstrates how teachers can induce CIC by utilizing interactional techniques, such as relaxing the mechanism and speed through which turns are taken or given, use of active listenership devices, extending wait time, and use of open-ended questions to expand topics under development. The paper argues that those techniques will help teachers, as evidenced from the cited examples, further enhance classroom participation so that it is convergent with their pedagogical goals. Finally, the paper has pedagogical implementations as it sheds light on techniques that help promote classroom interaction as an indication of learning among students with limited linguistic resources.

How Teacher Questions Facilitate Student Learning in EFL Class

2021 ◽  
Author(s):  
Nguyen Anh Hao ◽  
Keyword(s):  
Content Analysis ◽  
Student Learning ◽  
Small Proportion ◽  
Classroom Discourse ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Teacher Questions ◽  
Qualitative And Quantitative ◽  
Quantitative Content

Abstract Questioning is considered as one of the most dominant features in virtually every classroom discourse. This study aims at examining the types and functions of teacher questions that facilitate student learning in an EFL class in Vietnam. The classification of questions employed in the study follows the work proposed by Richards and Lockhart in 2007. Participants in the research were one teacher and 25 students in an English university class in Vietnam. The data was collected through classroom observation and audio recording. Both qualitative and quantitative content analysis were utilized to analyze the data. The findings of the study indicate that the most frequently used question types were convergent and divergent questions, and procedural questions only accounted for a small proportion. Furthermore, it was found that convergent questions were employed to check and guide students’ understanding of the lesson’s target lexical items, while divergent ones were used to promote students’ further analysis and their own evaluation of the knowledge provided in the study material. Finally, procedural questions were chiefly posed when the teacher monitored students in class activities. Keywords: classroom discourse, classroom interaction, teacher questions

Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction

2019 ◽  
Vol 36 (4) ◽  
pp. 527-551
Author(s):  
Nilüfer Can Daşkın ◽  
Çiler Hatipoğlu
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Classroom Interaction ◽  
Negative Evidence ◽  
Student Knowledge ◽  
Interactional Competence ◽  
Instructional Activity ◽  
Video Recordings ◽  
Everyday Learning ◽  
Learning Event

In this study we are concerned with the informal dimension of formative assessment (FA) in an L2 classroom. We examine those instances that are embedded into everyday learning activities and that emerge in and through classroom interaction contingently, continuously and flexibly. Drawing on the methodological underpinnings of Conversation Analysis (CA), we uncover the emergence of instances of reference to a past learning event (RPLE) in L2 classroom interaction and highlights its relevance to informal FA. Data from a corpus of video-recordings of an EFL classroom in a preparatory school at tertiary level are presented. It is seen that RPLEs occur when the teacher contingently extends the main instructional activity to focus on what was presented interactionally earlier. In this way, the teacher seeks evidence of student knowledge and understanding and/or acts on the negative evidence already elicited in order to enhance learning and shape instruction. The analysis of RPLE instances also brings evidence for the relation between learning and assessment together with the tracking of language learning behaviour in subsequent learning events from the perspective of CA-SLA. As a result, this study bridges a gap between language assessment and classroom research by suggesting that teachers’ ability to informally assess for formative purposes is an integral part of their classroom interactional competence.

scholarly journals The Development of a Dual-Radar System with Automatic Hypopnea Threshold Optimization for Contact-Free Sleep Apnea-Hypopnea Syndrome Screening

2018 ◽  
Vol 2018 ◽  
pp. 1-8
Author(s):  
Shinji Gotoh ◽  
Takemi Matsui ◽  
Yoshikazu Naka ◽  
Osamu Kurita
Keyword(s):  
Sleep Apnea ◽  
Doppler Radar ◽  
Body Movement ◽  
High Sensitivity ◽  
Apnea Hypopnea Index ◽  
Radar Sensors ◽  
Multiple Sensors ◽  
Movement Artifacts ◽  
Contact Free ◽  
Hypopnea Syndrome

Full-night polysomnography (PSG) examination is regarded as the gold standard for the diagnosis of sleep apnea-hypopnea syndrome (SAHS). However, PSG requires the placement of multiple sensors on the head, face, and chest, which can impose a heavy strain on patients. Therefore, in the present study, we aimed to develop a contact-free, stand-alone SAHS screening system that eliminates body movement artifacts based on automatic optimization of the hypopnea threshold. Doppler radar sensors were placed beneath a mattress. In order to achieve high sensitivity and specificity, the hypopnea was based on the average amplitude of respiration during the full sleep period. The threshold was determined via receiver operating characteristic (ROC) analysis using PSG as a reference. We conducted full-night clinical tests of the proposed system in 27 patients with suspected SAHS (49 ± 12 years) at Tomei Atsugi Hospital. When predicting the severity of SAHS with an apnea-hypopnea index (AHI) of >30/h using PSG as a reference, the proposed system achieved a sensitivity of 100% and a specificity of 100%. These results represent a drastic improvement over those of our previous study (sensitivity: 90%; specificity: 79%).

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