Reference to a past learning event in teacher turns in an L2 instructional setting

Daşkın, Nilüfer Can; Hatipoğlu, Çiler

doi:10.1016/j.pragma.2018.12.023

Cited by 24 publications

(6 citation statements)

References 34 publications

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“…We use multimodal CA (Mondada, 2019;Sidnell & Stivers, 2013) to describe the emic perspectives of the participants on a momentby-moment and line-by-line basis. As a result of the close examination of the screen-recorded interactions of the participants, we identified one recurrent practice that led the PSTs to a collaborative pedagogical decision, namely retrospective orientation to shared experiential practices (see Can Daşkın & Hatipoğlu, 2019;Jakonen, 2018). To further elaborate, all analytic findings presented in the next section can be completely traced back to the collaborative work of the participants that emerged during the VE project and are therefore referred to as shared practices experienced with all team members.…”

Section: Methodsmentioning

confidence: 99%

“…In the present study, we exclusively focus on PSTs' retrospective orientations to shared experiential practices (Can Daşkın & Hatipoğlu, 2019;Jakonen, 2018), which recognizably occurred in the earlier periods of the VE project timeline. PSTs' retrospective orientations to the shared experiential practices are conceptualized as their ways of bringing temporality (Mercer, 2008) and lived experiences, hence experiential practices, into the interaction to establish a mutual understanding in their lesson planning talk and pedagogical decision-making process.…”

Section: Introductionmentioning

confidence: 99%

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Video-mediated collaborative lesson planning in virtual exchange among transnational teams of pre-service language teachers

Ekin,

Balaman

2024

ReCALL

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Virtual exchange (VE) projects in pre-service language teacher education are increasingly being recognized as an innovative practice due to their affordances for providing teacher learning opportunities in technology-rich environments. This study aims to report these opportunities based on results from a VE project consisting of diverse teacher education activities, including lectures, webinars, asynchronous tasks, and synchronous video-mediated interactions. This project provides a medium for pre-service teachers to collaboratively design a lesson to be implemented in hybrid language learning environments. We specifically deal with the video-mediated interactions of the transnational groups of pre-service language teachers using multimodal conversation analysis (CA) as the research methodology and investigate VE phases to explore how their interactions become consequential for the final pedagogical design. The findings show that the pre-service teachers retrospectively orient to shared practices in the earlier phases of the VE project, and the deployment of retrospective orientation as an interactional resource creates interactional space for collaborative decision-making related to their pedagogical designs. We argue that tracking the video-mediated pedagogical interactions of the pre-service teachers using CA is a methodological innovation that allows researchers to collect interactional evidence for the emergent teacher learning opportunities. The findings bring new insights to the role of the technology-mediated settings (e.g. VEs and telecollaboration) in language learning, teaching, and teacher education and in bridging different cultures, curricula, and physical spaces.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Video-mediated collaborative lesson planning in virtual exchange among transnational teams of pre-service language teachers

Ekin,

Balaman

2024

ReCALL

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“…Using the methodological tools of CA, this study particularly focuses on a recently investigated interactional resource, reference to a past learning event (RPLE) (Can Daşkın & Hatipoğlu, 2019), and aims to illustrate its relevance to informal FA as well as to point to the interconnectedness between research on language assessment and classroom discourse. It has been found that RPLEs occur when the teacher contingently extends the main instructional activity by focusing on language items and topics which were presented in a past learning event (Can Daşkın & Hatipoğlu, 2019). They encompass both past learning actions and past learning objects.…”

Section: Research On Language Classroom Interaction and Assessmentmentioning

confidence: 99%

Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction

Daşkın

Hatipoğlu

2019

Language Testing

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In this study we are concerned with the informal dimension of formative assessment (FA) in an L2 classroom. We examine those instances that are embedded into everyday learning activities and that emerge in and through classroom interaction contingently, continuously and flexibly. Drawing on the methodological underpinnings of Conversation Analysis (CA), we uncover the emergence of instances of reference to a past learning event (RPLE) in L2 classroom interaction and highlights its relevance to informal FA. Data from a corpus of video-recordings of an EFL classroom in a preparatory school at tertiary level are presented. It is seen that RPLEs occur when the teacher contingently extends the main instructional activity to focus on what was presented interactionally earlier. In this way, the teacher seeks evidence of student knowledge and understanding and/or acts on the negative evidence already elicited in order to enhance learning and shape instruction. The analysis of RPLE instances also brings evidence for the relation between learning and assessment together with the tracking of language learning behaviour in subsequent learning events from the perspective of CA-SLA. As a result, this study bridges a gap between language assessment and classroom research by suggesting that teachers’ ability to informally assess for formative purposes is an integral part of their classroom interactional competence.

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“…In Turkish higher education context, there are a few Conversation Analytic studies focusing on classroom interaction and student talk (but see Can-Daşkın, 2015;Can-Daşkın & Hatipoğlu, 2019;Duran, 2017). However, there is a burning need for classroom research studies that demonstrate what is really happening in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Promoting extended student talk in an EFL classroom

Gümüşok¹,

Balikçi²

2020

Eurasian Journal of Applied Linguistics

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This study aims to analyze the way one EFL teacher maintains and promotes extended student talk in an EFL Listening and Speaking Course at tertiary level via conversation analytic perspective. Promoting extended student turns is one of the main goals of meaning and fluency contexts in language classroom discourse (Seedhouse, 2004), thus, it is of quite importance to study extended student talk in a microanalytic and detailed way. The data were collected from an EFL class at a private university in Turkey. Listening and Speaking course was audio-recorded for nine classroom hours over five weeks. The data were transcribed using Jefferson transcription system (Jefferson, 2004). The study revealed that the participants systematically follow an organized sequential path leading to extended learner turns. The sequential unfolding of eliciting extended student talk involves alternative questions as a sequence opener and elaboration questions as follow-ups. When students initiate word search sequence, the teacher addresses students' emergent word searches and withholds evaluation turn via minimal response tokens. In addition, on-the-spot decision making such as providing planning time stimulates extended learner talk in subsequent turns. The findings offer some suggestions for the practitioners who would like to promote extended student talk and facilitate learning opportunities in their language classes and contribute to the EFL classroom interaction research.

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Reference to a past learning event in teacher turns in an L2 instructional setting

Cited by 24 publications

References 34 publications

Video-mediated collaborative lesson planning in virtual exchange among transnational teams of pre-service language teachers

Video-mediated collaborative lesson planning in virtual exchange among transnational teams of pre-service language teachers

Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction

Promoting extended student talk in an EFL classroom

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