Claiming insufficient knowledge in pairwork and groupwork classroom activities

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68378092%3A_____%2F23%3A00584160" target="_blank" >RIV/68378092:_____/23:00584160 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216224:14210/23:00134302

Výsledek na webu

<a href="https://www.sciencedirect.com/science/article/pii/S2210656123000740?ref=pdf_download&fr=RR-2&rr=86443f5a0e92b391" target="_blank" >https://www.sciencedirect.com/science/article/pii/S2210656123000740?ref=pdf_download&fr=RR-2&rr=86443f5a0e92b391</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.lcsi.2023.100758" target="_blank" >10.1016/j.lcsi.2023.100758</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Claiming insufficient knowledge in pairwork and groupwork classroom activities

Popis výsledku v původním jazyce

This conversation analytic paper explores how students in pair and groupwork tasks produce and respond to claims of insufficient knowledge (CIKs). Based on 7 h of video recordings of peer interaction from 18 English as a Foreign Language (EFL) classes in Czech secondary schools, we analyze how students express and negotiate their epistemic status using CIKs: when producing a CIK, the current speaker assumes a not-knowing status, thus making the imminent speaker change more relevant, as the next speaker then typically reveals his or her epistemic status. We also show that when a CIK is produced dyadic interactions in second position, the first speaker then produces a knowledge display response, or another CIK, resulting in abandoning the question, which differs from sequences that can be found in frontal teaching. The findings also show that CIKs can be used to resume task-related talk and initiate repair sequences focusing on language issues that the task comprises. Thus, CIKs can be viewed as central interactional resources for students to manage the task, i.e., to invite others to contribute, to resume their talk, or to abandon the current question, and to initiate repair sequences focusing on problematic items from the task.

Název v anglickém jazyce

Claiming insufficient knowledge in pairwork and groupwork classroom activities

Popis výsledku anglicky

This conversation analytic paper explores how students in pair and groupwork tasks produce and respond to claims of insufficient knowledge (CIKs). Based on 7 h of video recordings of peer interaction from 18 English as a Foreign Language (EFL) classes in Czech secondary schools, we analyze how students express and negotiate their epistemic status using CIKs: when producing a CIK, the current speaker assumes a not-knowing status, thus making the imminent speaker change more relevant, as the next speaker then typically reveals his or her epistemic status. We also show that when a CIK is produced dyadic interactions in second position, the first speaker then produces a knowledge display response, or another CIK, resulting in abandoning the question, which differs from sequences that can be found in frontal teaching. The findings also show that CIKs can be used to resume task-related talk and initiate repair sequences focusing on language issues that the task comprises. Thus, CIKs can be viewed as central interactional resources for students to manage the task, i.e., to invite others to contribute, to resume their talk, or to abandon the current question, and to initiate repair sequences focusing on problematic items from the task.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

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

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

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

Název periodika

Learning Culture and Social Interaction

ISSN

2210-6561

e-ISSN

2210-657X

Svazek periodika

43

Číslo periodika v rámci svazku

December 20232

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

18

Strana od-do

100758

Kód UT WoS článku

001121822200001

EID výsledku v databázi Scopus

2-s2.0-85177214099