Doing exposed correction in the language classroom : A conversation analysis perspective

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F20%3A00114659" target="_blank" >RIV/00216224:14210/20:00114659 - isvavai.cz</a>

Result on the web

<a href="https://anglistika.phil.muni.cz/brno2020" target="_blank" >https://anglistika.phil.muni.cz/brno2020</a>

DOI - Digital Object Identifier

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Result language

angličtina

Original language name

Doing exposed correction in the language classroom : A conversation analysis perspective

Original language description

Exposed correction can be seen as a tool whose use on the one hand temporarily stops the progressivity of the talk, but at the same time makes it possible for the speakers in interaction to clarify factual problems that have occurred, both in mundane conversation and institutional talk. Using conversation analysis (CA), a dataset of 18 teaching hours (1585 mins of video-recordings of whole-class work in total) was examined to identify and describe the practices used by learners and teachers in English as a foreign language (EFL) classrooms when conducting exposed correction. The analysis of a collection of more than 100 instances of exposed correction shows that in exposed correction sequences in which the teachers correct immediately after student turns, there seems to be a requirement for the learners to produce a reaction to teacher correction. While learners typically repeat the correct form after the teacher has corrected them in a correction sequence that the learners initiated by displaying trouble producing the target language form, teacher-initiated sequences tend to generate minimal post-expansion on the part of the learners. When no student response comes, the teacher may expand the correction sequence. In our presentation we discuss the findings in the light of CA literature on correction as well as literature on English language teaching. Implications for teacher education will follow.

Czech name

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Czech description

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Type

O - Miscellaneous

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

<a href="/en/project/GA18-02363S" target="_blank" >GA18-02363S: Classroom interaction in frontal teaching and groupwork in EFL classes in upper-secondary schools</a><br>

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2020

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů