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ERIC Number: ED629362
Record Type: Non-Journal
Publication Date: 2022
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Shaping Learner Contributions via a Combination of Different Resources: Joint Use of 'Okay' and Type-Specific Questions = Oblikovanje ucenickih odgovora kombinacijom razlicitih izvora: zajednicka upotreba rijeci "okay" i specificnih pitanja
Atar, Cihat; Seedhouse, Paul; Walsh, Steve
Online Submission, Croatian Journal of Education v24 n4 p1111-1135 2022
This study aims to investigate the interactional organization of English teachers' acknowledgment followed by type-specific questions. Shaping learners' contributions via acknowledgment and type-specific questions is argued to be a part of Classroom Interactional Competence as the 5th skill in language teaching. Hence, this two-step move is studied to achieve a broader understanding of teachers' interactional repertoire. This study has a qualitative design utilizing Conversation Analysis. Eighteen hours of classroom data from Newcastle University Corpus of Academic Spoken English make up the data. The findings suggest that teachers' acknowledgment followed by type-specific questions is an indicator of Classroom Interactional Competence, and it is highly dependent upon the task goal (i.e., a pedagogic repair). Contrary to the previous studies, the joint use of acknowledgment is found to shape students' previous turns by foregrounding achievement rather than closing a topic or indicating a transition. Then, this joint use allows teachers to acknowledge or approve a learner's utterance on one level while carrying out repair work on another level enabling them to operate on different levels in the complex realm of the classroom. [This paper is provided in both English and Croatian.]
Publication Type: Journal Articles; Reports - Research; Multilingual/Bilingual Materials
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A