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

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F20%3A00119621" target="_blank" >RIV/00216224:14210/20:00119621 - isvavai.cz</a>

Výsledek na webu

<a href="https://pressto.amu.edu.pl/index.php/yplm/article/view/31287/27626" target="_blank" >https://pressto.amu.edu.pl/index.php/yplm/article/view/31287/27626</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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 problems that have occurred, both in mundane conversation and institutional talk. Using conversation analysis, a dataset of 18 teaching hours (1585 minutes 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 lan-guage (EFL) classrooms when conducting exposed correction. The analysis shows that in exposed correction sequences 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

Název v anglickém jazyce

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

Popis výsledku anglicky

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 problems that have occurred, both in mundane conversation and institutional talk. Using conversation analysis, a dataset of 18 teaching hours (1585 minutes 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 lan-guage (EFL) classrooms when conducting exposed correction. The analysis shows that in exposed correction sequences 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

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

60203 - Linguistics

Projekt

<a href="/cs/project/GA18-02363S" target="_blank" >GA18-02363S: Interakce ve frontální výuce a skupinové práci v hodinách angličtiny na střední škole</a><br>

Návaznosti

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

Rok uplatnění

2020

Kód důvěrnosti údajů

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

Název periodika

Yearbook of the Poznan Linguistic Meeting

ISSN

2449-7525

e-ISSN

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Svazek periodika

6

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

22

Strana od-do

221-242

Kód UT WoS článku

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EID výsledku v databázi Scopus

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