In-service EFL Teachers' Management of Participation during Teacher-fronted Whole-class Activities

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F21%3A00123204" target="_blank" >RIV/00216224:14210/21:00123204 - isvavai.cz</a>

Výsledek na webu

<a href="https://studiezaplikovanelingvistiky.ff.cuni.cz/wp-content/uploads/sites/19/2021/12/David_Ryska_76-99.pdf" target="_blank" >https://studiezaplikovanelingvistiky.ff.cuni.cz/wp-content/uploads/sites/19/2021/12/David_Ryska_76-99.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

In-service EFL Teachers' Management of Participation during Teacher-fronted Whole-class Activities

Popis výsledku v původním jazyce

Within the sociolinguistic and interactional approaches to L2 acquisition, learner participation is considered a necessary prerequisite for language learning. However, recent studies (e.g. Walsh &amp; Li, 2013) have demonstrated that simply letting learners talk is not enough, and that for any learning to emerge, a solid amount of interactional steering work must first be employed by the teacher. This conversation analytic study focuses on in-service EFL teachers. Based on video recordings of nine lessons (387 minutes) taught by six such teachers, it explores both the resources that they use to manage the participation of multiple learners at once during teacher-fronted whole-class activities, and the ways in which the learners respond to them. The study shows that there is a large range of resources which these teachers mobilise to secure the participation of their learners: these include Yes/No questions in the third-turn position, increased wait time, designedly incomplete utterances, continuers such as “uh-um” or acknowledging learners’ turns in advance by referencing a past learning event. Furthermore, the deployment of these resources is often tied to the pedagogical goal of an activity. These findings bear some implications for future teacher education, particularly in relation to the development of their Classroom Interactional Competence (Walsh, 2006).

Název v anglickém jazyce

In-service EFL Teachers' Management of Participation during Teacher-fronted Whole-class Activities

Popis výsledku anglicky

Within the sociolinguistic and interactional approaches to L2 acquisition, learner participation is considered a necessary prerequisite for language learning. However, recent studies (e.g. Walsh &amp; Li, 2013) have demonstrated that simply letting learners talk is not enough, and that for any learning to emerge, a solid amount of interactional steering work must first be employed by the teacher. This conversation analytic study focuses on in-service EFL teachers. Based on video recordings of nine lessons (387 minutes) taught by six such teachers, it explores both the resources that they use to manage the participation of multiple learners at once during teacher-fronted whole-class activities, and the ways in which the learners respond to them. The study shows that there is a large range of resources which these teachers mobilise to secure the participation of their learners: these include Yes/No questions in the third-turn position, increased wait time, designedly incomplete utterances, continuers such as “uh-um” or acknowledging learners’ turns in advance by referencing a past learning event. Furthermore, the deployment of these resources is often tied to the pedagogical goal of an activity. These findings bear some implications for future teacher education, particularly in relation to the development of their Classroom Interactional Competence (Walsh, 2006).

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

60203 - Linguistics

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název periodika

Studie z aplikované lingvistiky / Studies in Applied Linguistics

ISSN

1804-3240

e-ISSN

2336-6702

Svazek periodika

12

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

24

Strana od-do

76-99

Kód UT WoS článku

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EID výsledku v databázi Scopus

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