Social Actions for Classroom Language Learning

Hellermann, John

doi:10.21832/9781847690272

Cited by 241 publications

(86 citation statements)

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“…Kahn (2008) showed the emerging ability of adult learners in a community‐based ESL class to use the simple past or to tell a story over the course of a 10‐week semester. Hellermann (2008) detailed ESL learners’ changing practices during dyadic interaction based on longitudinal data collected in multiple classrooms using multiple cameras. In her recent review article, Kasper (2008) specified the connection between CA and learning by calling attention to those “cognitive moments” uncovered by detailed CA analyses.…”

Section: Turn‐taking Irf and “Ca For Sla”mentioning

confidence: 99%

Moving out of IRF (Initiation‐Response‐Feedback): A Single Case Analysis

Waring

2009

Language Learning

178

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A common practice in classroom discourse is the IRF sequence (teacher initiationstudent response-teacher feedback; Sinclair & Coulthard, 1975; cf. IRE in Mehan, 1979). Based on a single case analysis from an adult English as a second language (ESL) class, this article demonstrates how one ESL student manages, in close coordination with the teacher, to move out of a series of uninterrupted IRFs during a homework review activity, establishing instead a renewed participation structure that allows for student-initiated negotiations, which her coparticipants then jointly orient to and successfully accomplish. The analysis suggests that creating negotiation-rich opportunities is paramount not just during pair and group activities, but more critically, during teacher-whole class interactions.This article examines the constraints and possibilities surrounding a prevalent practice in classroom discourse, namely the IRF sequence (teacher initiationstudent response-teacher feedback; Sinclair & Coulthard, 1975; cf. IRE in Mehan, 1979). Specifically, I show how one English as a second language (ESL) student manages, in careful coordination and cooperation with the teacher, to move out of an uninterrupted series of IRF sequences, establishing instead a renewed participation structure that allows for student-initiated negotiations, I gratefully acknowledge the ESL teacher and students who generously allowed me and my video camera into their classroom. Caroline (Kisook) Kim made the analysis possible by creating the QuickTime files from the two mini-videotapes. Barbara Hawkins and Gabrielle Kahn offered useful input at an earlier stage of this project. Last but not least, I would like to thank the five anonymous reviewers and Robert DeKeyser for their kind words and some of the most detailed and productive feedback I have received. All remaining errors are mine.

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Section: Turn‐taking Irf and “Ca For Sla”mentioning

confidence: 99%

Moving out of IRF (Initiation‐Response‐Feedback): A Single Case Analysis

Waring

2009

Language Learning

178

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“…These studies highlighted the ways in which learning and interactional competence can be approached and described through a micro-analytic mode of inquiry (e.g. Hellermann 2008;Markee 2008;Pekarek Doehler 2010).…”

Section: Introductionmentioning

confidence: 99%

The interactional management of claims of insufficient knowledge in English language classrooms

Sert

Walsh

2013

Language and Education

137

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This paper primarily investigates the interactional unfolding and management of 'claims of insufficient knowledge' (Beach and Metzger 1997) in two English language classrooms from a multi-modal, conversation-analytic perspective. The analyses draw on a close, micro-analytic account of sequential organisation of talk as well as on various multi-semiotic resources the participants enact including gaze, gestures, body movements and orientations to classroom artefacts. The research utilises transcriptions of 16 (classroom) hours of video recordings, which were collected over a six-week period in 2010 in a public school in Luxembourg. The findings show that establishing recipiency through mutual gaze and turn allocation practices have interactional and pedagogical consequences that may lead to claims of insufficient knowledge. Furthermore, the findings illustrate various multi-modal resources the students use (e.g. gaze movements, facial gestures and headshakes) to initiate embodied claims of no knowledge and to show specific exchange structures. Finally, we suggest that certain interactional resources, including embodied vocabulary explanations and Designedly Incomplete Utterances (Koshik 2002), deployed by the teacher after a student's claim of insufficient knowledge may lead to student engagement, which is a desirable pedagogical goal. Our findings have implications for the analysis of insufficient knowledge, for teaching, teacher education and in particular for L2 Classroom Interactional Competence (Walsh 2006).

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“…Hellermann, 2008;Markee, 2008) in CA-for-SLA, and the primary concern of these studies has been to bring evidence for understanding and learning in both teacher-learner and learner-learner interactions. Yet, www.elsevier.com/locate/pragma little attention has been paid to what we might call 'interactional troubles' in classroom discourse.…”

Section: Introductionmentioning

confidence: 99%