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Střídání kódů ve výuce angličtiny u učitelů-expertů pohledem konverzační analýzy

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Tůma F.
Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)
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2017
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vol. 78
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issue 4
283-304
EN
The present study addresses the phenomenon of code-switching in English as a foreign language (EFL) classrooms. Theoretically and methodologically, the study builds on Auer’s sequential approach to code-switching, which employs ethnomethodological conversation analysis and views instances of code-switching as potential contextualization cues. The aim of the presented analysis was to uncover how the teachers and pupils used code-switching as a contextualization cue in frontal teaching. The data comprised 13 video-recordings of EFL classes in grades 6–9 conducted in Czech schools. The participants were 13 expert teachers and their pupils (aged 11–15 years). The analysis shows that the participants used code-switching (1) to engage in asides, (2) to conduct repair work and (3) to check understanding and emphasize what was said. The outcomes reveal some aspects of expert performance in teaching English as a foreign language.
2
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Recepční studie českého vydání Auerovy Jazykové interakce:

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Tůma F.
Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)
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2020
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vol. 81
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issue 4
283-305
EN
In 2014 a book by Peter Auer was published, presenting major theoretical approaches to the analysis of linguistic interaction. This book, which is a Czech translation and adaptation of the German original, was quickly sold out and now, five years later, it seems vital to ask how the book has been accepted. This reception study therefore analyzes 9 book reviews as well as 24 citing articles and 41 citing theses (a total of 171 citations). The analysis shows that the book has been cited by authors from the fields of linguistics, sociology and education as well as by authors affiliated with interdisciplinary departments. It also reveals that some of the most cited chapters are those whose Czech translations are not yet available (namely works by Sacks, Garfinkel, Schütz and Gumperz). The findings also uncover how the strengths of the book are reflected in the book reviews, citing texts and citations – the citing authors and reviewers appreciate the biographic sections, the inclusion of authors whose works are not yet available in Czech, the terminological clarity, as well as the complex and interdisciplinary nature of the book.
3
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“Okay, so, moving on to question two”: achieving transitions from one item to another in paired EFL speaking tasks

100%
Tůma F.
Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)
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2022
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vol. 83
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issue 3
163-187
EN
This multimodal conversation analytic study explores how participants transition from one item to another in paired speaking tasks based on lists. These transitions are crucial for achieving progress in the task. Based on video recordings from English as a foreign language (EFL) classes, the analysis shows that the way participants achieve transitions depends on the embodied participation framework. Within a co-operative participation framework, participants transitioned to the next item using sequences of (1) closings, (2) verbal expressions of transition, and (3) new item initiations. It is shown that the list of items plays a crucial role as participants start gazing at it already during the closings, thus flagging the relevance of an upcoming transition. In such cases, verbal expressions of transitions were not always present. Less commonly, participants remained focused on the lists, produced minimal responses and moved on to new items after question-answer sequences. The study sheds light on how transitions are achieved in institutional settings where participants’ roles are symmetric and where the talk is based on lists, which, in turn, serve as resources to maintain the progressivity of the interactional project.
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