Understanding understanding as an instructional matter

Macbeth, Douglas

doi:10.1016/j.pragma.2008.12.006

Cited by 111 publications

(49 citation statements)

References 17 publications

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“…and 'doing' are close to one another (see Wittgenstein, 1953Wittgenstein, /2009; see also Mondada, 2010;Macbeth, 2011 Not knowing something cannot always be translated into a defect in one's mental ability, but it is simply a display of not performing as one is expected to.…”

Section: Learning As a Social Practicementioning

confidence: 99%

Learnables in Action : The Embodied Achievement of Opportunities for Teaching and Learning in Swedish as a Second Language Classrooms

Majlesi¹

2014

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This doctoral dissertation is an empirical qualitative research study on the emergence of learnables in classrooms of Swedish as a second language. It adopts a dialogical and praxeological approach, and analysis is based on video recorded teacher-student interactivities in classrooms. Learnables are taken to be linguistic items or constructs that are displayed as unknown by students, or problematized by students or teachers, and therefore oriented to as explainable, remediable, or improvable. Learnables are introduced in planned or less planned classroom activities, either in passing, while continuing the current main activity, or in side-sequences. In these activities, teachers and students not only talk, but also use other embodied resources (e.g. pointing) or available artifacts (e.g. worksheets) to highlight linguistic learnables. Teachers and students use these resources for achieving and maintaining intersubjectivity as well as contributing learnables to the interactivities. Through manifest embodied practices, abstract linguistic learnables become objectified, and knowledge about them gets organized in and through joint co-operative activities.

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Section: Learning As a Social Practicementioning

confidence: 99%

Learnables in Action : The Embodied Achievement of Opportunities for Teaching and Learning in Swedish as a Second Language Classrooms

Majlesi¹

2014

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“…From a pedagogical perspective, this sequence is highly complex (Seedhouse, 2004) because it is employed to manage interactional progressivity in the classroom. In this context, the interaction is aimed at obtaining students' responses that display knowledge and comprehension of the teacher's questions (Macbeth, 2011). According to Lee (2007), the characteristics of the teacher's third turn within the IRF sequence provide evidence for the pedagogical objective of his/her initial question.…”

Section: Introductionmentioning

confidence: 99%

Learner Initiative in the Spanish as a Foreign Language Classroom: Implications for the Interactional Development

Rodríguez¹,

Wilstermann²

2018

HUJE

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Classroom interaction has been widely studied using the conversation analysis methodology in order to explore and understand interactional practices that enhance language learning. This research has been traditionally focused on the canonical teacher-student classroom interaction, called Initiation-Response-Feedback (IRF) sequence, composed by a teacher's first turn, a student's response and a third turn performed by the teacher to evaluate or give feedback. Variability within the IRF sequence, regarding the learner's initiative to take the floor, has been investigated and its potential benefits to generate language learning opportunities have been acknowledged. Employing Conversation Analysis, in this article we investigate learner initiatives in teacher-student interactions obtained from 40 hours of video-recorded Spanish as a foreign language lessons in Barcelona, Spain. We aim to explore and characterize students´ initiatives in a meaning-focused round robin sequence and analyze the implications of nonallocated turns for the progressivity of the interaction. The analyses reveal that some initiatives do not alter -but support-the ongoing interaction, while others lead to marked changes and readjustments in the IRF sequence.

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“…This suggests that understanding should be conceived of as a mutual achievement and as a process that can fail or succeed (Macbeth, 2011). In the classroom context, student understanding is of interest because it can be related to the instructional outcome (ibid: 441).…”

Section: Introductionmentioning

confidence: 99%

Challenging and Objecting: Functions of Third Position Turns in Student-Initiated Question Sequences

Merke¹

2018

HUJE

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ABSTRACT:Research on the classical IRE-sequences in the classroom context has highlighted teachers' use of questions as teaching tools and how questioning processes serve as efficient learning tools. One especially important turn in questioning processes is the third position of the sequence which incorporates the potential to enhance learning and provide resources for students. This article examines sequences similar to the IRE-sequence -student-initiated question sequences -focusing on the third position of these sequences. In the default question sequence, the third position is used to signal an acceptance of the prior response. The analysis examines turns that signal disalignment with the teacher and may therefore communicate a challenge or an objection to the teacher. The aim is to demonstrate how the different formats of third positions are used to express fine-grained challenges concerning the granularity of knowledge and epistemic responsibilities. Thus, non-aligning dialogue particles, follow-up questions or postexpansions in third position can convey a challenging quality. The research method adopted is ethnomethodological conversation analysis. A detailed sequential analysis demonstrates that troubles encountered in mutual understanding may be related to issues of epistemicity and moral order. A central result is that question sequences provide the participants with learning tools that connect to the organisation of emotional and moral issues.

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Understanding understanding as an instructional matter

Cited by 111 publications

References 17 publications

Learnables in Action : The Embodied Achievement of Opportunities for Teaching and Learning in Swedish as a Second Language Classrooms

Learnables in Action : The Embodied Achievement of Opportunities for Teaching and Learning in Swedish as a Second Language Classrooms

Learner Initiative in the Spanish as a Foreign Language Classroom: Implications for the Interactional Development

Challenging and Objecting: Functions of Third Position Turns in Student-Initiated Question Sequences

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