1985
DOI: 10.3109/asl2.1985.13.issue-1.04
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Two Aspects of Classroom Interaction: Turn-Taking and Correction

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Cited by 26 publications
(24 citation statements)
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“…at line 5, then, may well be simply a check on T's own understanding. However, since students require teachers to call on them before they get rights to a next turn (McHoul 1978), this check doesn't and can't get clarified because no one is selected in order to clarify it. The lack of a clear distinction between understanding checks and modulations in classrooms is clearly connected with their unique organization as discursive sites, and it offers a promising nexus for further research.…”
Section: Recursive Initiationmentioning
confidence: 99%
See 1 more Smart Citation
“…at line 5, then, may well be simply a check on T's own understanding. However, since students require teachers to call on them before they get rights to a next turn (McHoul 1978), this check doesn't and can't get clarified because no one is selected in order to clarify it. The lack of a clear distinction between understanding checks and modulations in classrooms is clearly connected with their unique organization as discursive sites, and it offers a promising nexus for further research.…”
Section: Recursive Initiationmentioning
confidence: 99%
“…Apart from students' answers, breaches of the classroom turn-taking rules (McHoul 1978) can also be subject to correction. In such cases, the breach may be taken by teachers as identical with a "content"-type repairable: Other-initiation and error replacement Schegloff et al (1977) offered no strict co-occurrence rules for particular kinds of repairables with particular repair trajectories in conversation.…”
Section: Recursive Initiationmentioning
confidence: 99%
“…McHoul 1985McHoul , 1990). This describes a procedure in which teachers give hints, catchwords or make further inquiries, thus giving the examinees keys to the solution of the problem (in this case, the exam questions).…”
Section: The Exam Conversationmentioning
confidence: 96%
“…This pattern can be used to maintain order and control in face-to-face classrooms where one authority figure is responsible for numerous students. Students and teachers have been found to have different participant rights and responsibilities in the classroom (McHoul 1987(McHoul , 1985, which may or may not be replicated in CMC environments. For example, in an unfacilitated, open-ended asynchronous discussion an instructor may provide a prompt to which the students respond, and in the absence of a third turn by the instructor, the evaluate/feedback turn can be (or is even assigned to be) taken by other students/peers in the class.…”
Section: Review Of the Literaturementioning
confidence: 97%