1. Introduction: The Embodied Work of Teaching

Hall, Joan Kelly; Looney, Stephen Daniel

doi:10.21832/9781788925501-004

Cited by 10 publications

(12 citation statements)

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“…Yet, recent conversation analytic research has tended to incorporate video data in the analysis of classroom interaction as well. This enables researchers to attend to temporal and sequential organization of classroom interactions by teachers and learners (Mondada, 2016;Hall & Looney, 2019).…”

Section: Discussionmentioning

confidence: 99%

Shaping Learner Responses in Question-Answer Sequences in the EFL Classroom

Pouromid

2019

IJLTER

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The construct of classroom interactional competence builds upon propositions made by the sociocultural theory of learning to explore the interactional consequences of teacher talk in the foreign language classroom. The sociocultural theory upholds learner participation as the key for learning to take place. Meanwhile, studies with a conversation analytic methodology have shown that learner participation depends in part on teachers' interactional practices or their classroom interactional competence. That is, teacher talk has the potential to shape learner contributions in the classroom and either facilitate or obstruct their participation. The present study has investigated how teacher talk can do so across question-answer sequences in two EFL classes in Japan and Taiwan in a Collaborative Online International Learning program. The microanalytic study of question-answer sequences in the data indicated that while referential questions, as opposed to display questions, are more likely to generate more elaborate learner responses, the interactional context in which questions are posed can influence their outcome as well. Among the interactional practices identified as facilitators of learners' participation were asking referential questions at TRPs, asking referential follow-up questions when a communicative breakdown emerges, teacher echoing of learner responses, and paraphrasing the referential question already asked. On the contrary, practices including self-elaboration, selfanswering, asking referential questions in or after extended teacher turns, teacher interruptions, and teacher turn completions were found to have obstructive effects on learners' responses.

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Section: Discussionmentioning

confidence: 99%

Shaping Learner Responses in Question-Answer Sequences in the EFL Classroom

Pouromid

2019

IJLTER

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“…Teaching is an intrinsically embodied complex activity (Hall & Looney, 2019) as sequences of action are not only built through talk (Goodwin, 2000;Streeck, Goodwin and LeBaron, 2011). Manipulation of TMs, such as positioning them within students' field of vision, pointing at them or even gazing towards them, aid teachers not only in mobilising responses but also in helping learners achieve the pedagogical goals.…”

Section: Manipulation Of Teaching Materialsmentioning

confidence: 99%

Designedly incomplete elicitations: teachers’ multimodal practices to mobilise student-next action in Chilean secondary EFL classrooms

Walper

Reed

Marsden

2021

Classroom Discourse

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Managing student participation is a key interactional and instructional task in any classroom. This is even more relevant in language classrooms, as students need to demonstrate knowledge and proficiency through the production of lexical, clausal or sentential elements. Most studies of elicitations in classroom contexts have focused on Question-Answer-sequences within the Initiation-Response-Feedback pattern (Sinclair & Coulthard, 1975); however, another less-explored kind of initiation turn is that of turns with incomplete turn-constructional-units which students need to complete in the next sequential slot (Hazel & Mortensen, 2019;

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“…Çopur et al (2021) also explore repair sequences, and argue that such sequences initiated by teachers can embed humour that becomes a pedagogical tool. Finally, this issue also includes a review of the book The Embodied Work of Teaching (Hall and Looney 2019).…”

Section: Editorialmentioning

confidence: 99%

Editorial

Sert

2021

Classroom Discourse

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1. Introduction: The Embodied Work of Teaching

Cited by 10 publications

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Shaping Learner Responses in Question-Answer Sequences in the EFL Classroom

Shaping Learner Responses in Question-Answer Sequences in the EFL Classroom

Designedly incomplete elicitations: teachers’ multimodal practices to mobilise student-next action in Chilean secondary EFL classrooms

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