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Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for Classroom Interactional Competence.

100%

Cancino M.

Studies in Second Language Learning and Teaching

2019

vol. 9

issue 4

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 (Waring et al., 2016; Jacknick, 2011; Garton, 2012; 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 a Conversation Analysis (CA) methodology. Findings suggested 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 (Walsh, 2006, Sert, 2015). 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.

Komunikowanie emocji w nocnych rozmowach radiowych w świetle paradygmatu analizy konwersacyjnej

63%

Stachyra G.

Forum Lingwistyczne

2017

issue 4

55-66

Grażyna Stachyra raises the question of night-time radio talk shows, where partners in conversation express their emotions. This results in complex prosody pattern with pauses, dynamic intonation and accentuated certain parts of conversation both by the radio presenter and the listener. To explain these interactions the author employs theoretical concept of ‘vocal gesture’ by G.H. Mead. To indicate the prosody system which shapes the conversation the Conversation Analysis method was applied. The method emphasizes the social dimension of talk as an interaction, but instead of semantics it underlines the sequence order of speech and gestures. Systematic record of talk shows allowed to describe the conversation ‘picture’ and reveal para-lingual dimensions of social communication in the radio.

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1 Forum Lingwistyczne

1 Studies in Second Language Learning and Teaching

1 Cancino M.

1 Stachyra G.

1 2019

1 2017

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Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for Classroom Interactional Competence.

Komunikowanie emocji w nocnych rozmowach radiowych w świetle paradygmatu analizy konwersacyjnej