Responding artfully to student-initiated departures in the adult ESL classroom

Waring, Hansun Zhang; Reddington, Elizabeth; Tadic, Nadja

doi:10.1016/j.linged.2015.12.001

Cited by 49 publications

(21 citation statements)

References 32 publications

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“…The general tendency of in-service teachers to ignore about 20% of the student initiations was not observed as consistently among the pre-service teachers. Waring, Reddington and Tadic (2016) remind us that "the urgency to reduce teacher control should not diminish the necessity and importance of that control" (p.37). In their data, they found "cases in which teacher assertions of control preserve a 'quiet' student's right to speak, reign in off-topic side talk, and re-focus learners on the task at hand" (p.37).…”

Section: Discussionmentioning

confidence: 99%

Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

Korkut

2017

JETS

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The pre-service teachers find the chance to practice their classroom management skills during their practicum as they present demo lessons under supervision of their university instructors and mentor teachers. It had been discovered in a previous study, however, that the interactional features during the classroom management episodes in pre-service teachers' demo lessons were different from those in the lessons of the in-service teachers. The aim of this study was to unveil how pre-service teachers manage their classes differently from in-service teachers by carrying out a fine-grained comparison. The point-by-point comparison revealed both qualitative and quantitative differences which might not be immediately obvious to an observer at first sight. The differences were discussed in terms of the specific procedures of the teaching practice course and some suggestions were presented.

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Section: Discussionmentioning

confidence: 99%

Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

Korkut

2017

JETS

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“…Even students' silence and mistake were acted on to control pedagogical goal of language classroom. According to Waring et al, (2016), the problems in classroom talk should rather be treated in such a way that conductive participation can still be encouraged. In the result and discussion section, I have discussed that the structures of successive and extended sequences of elicitation are pedagogically and interactionally developed as a process through which the teacher uses questions, each one is designed in a specific way, to steer the sequences of interaction as well as to develop language knowledge among learners in a particular direction.…”

Section: Discussionmentioning

confidence: 99%

“…The use of IRE framework to prescribe any classroom interaction would hamper the opportunities to explore complex forms and functions of teacher and student's talk in authentic classrooms, since modern teachers no longer ask overly simple display questions or provide over-scaffold feedbacks all the time (Kibler, 2011). In addition, students sometimes initiate departure that turn classroom talk to ordinary conversation amid classroom teaching process which leads the teachers to constantly endeavor to maintain classroom control (Waring et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Functions of Sequences Organization of Talk in the EFL Classroom

Abhakorn

2017

TPLS

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Abstract-Conversational sequences appear to be basically built around a basic pair of adjacent interactional actions; such as a question which makes an answer become relevant next. However, in contexts other than ordinary conversation, there are more complex features of sequential organization needed to be investigated especially those occurred in institutional contexts. This study applied CA to examine the interactional activities of teaching and learning in English as a Foreign Language (EFL) classroom in Thailand. The results show that teaching and learning are not planned but contingent activities, and that the pedagogical goal of developing language knowledge is mutually achieved in a micro-context of interaction between the teacher and students mostly in a form of coherent successive and extended elicitation and response sequences rather than series of separated courses of random action sequences. Furthermore, detailed pedagogical implications which manifest itself in the developing of these sequences of talk are uncovered in a turn-by-turn basis. This empirical study provides evidence that inform the teaching practices about how classroom talk should be managed successively in order to achieve pedagogical effectiveness.

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“…In classroom interaction, students can initiate topics and actions and display knowledge through questions. These initiations may, however, be treated as initiating a shift from the current institutional activity, and thus as transgressions [34,29,32].…”

Section: Introductionmentioning

confidence: 99%