Yes–No Questions in the Third-Turn Position: Pedagogical Discourse Processes

Lee, Yo–An

doi:10.1080/01638530701739215

Cited by 34 publications

(20 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Lee, 2008;Long & Sato, 1983;Thornbury, 1996;Walsh, 2002). These interactions were mostly initiated by teachers when using directives to guide students to the next response move or posing prototypical questions relating to the content displayed in teaching materials (such as PPT, video clips, or the courseware program).…”

Section: Students' Responsesmentioning

confidence: 99%

“…Lee, 2008;Long & Sato, 1983;Thornbury, 1996;Tsui, 2001;Walsh, 2002). Although both types of questions can serve as a comprehension check or as a means of clarification or confirmation, several studies have found that teachers' use of display questions is less effective than that of referential questions in promoting student opportunities to use L2, despite the excessive use of display questions in teacher-centered EFL classrooms (Farahian & Rezaee, 2012;Qashoa, 2013;Thornbury, 1996).…”

Section: Introductionmentioning

confidence: 99%

“…The sequence of interaction concludes with the teacher providing feedback on or evaluating the student response. Studies of classroom interaction in L2 classrooms have focused on all three steps of the teacher-student interaction sequence, specifically examining teachers' language use, especially teacher questions (Faruji, 2011;Y. Lee, 2008;Qashoa, 2013); learner responses (Walsh, 2002); and teacher feedback and turn allocation behaviors (B. Zhao, 2009).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Technology as an Educational Equalizer for EFL Learning in Rural China? Evidence from the Impact of Technology-Assisted Practices on Teacher-Student Interaction in Primary Classrooms

Jee

Sun

2018

L & L

View full text Add to dashboard Cite

Based on a conversational analysis (CA) of eight videoed EFL lessons from technologyenhanced primary classrooms in a rural suburb of a major city in China, this study examines the nature of technology-assisted practices and their influence on teacher-student interaction in the target language. The analysis revealed that the technology-assisted practices mainly served as an alternative presentation tool to meet a range of traditional pedagogical goals and facilitated minimal spontaneous language use among the students. The findings call for research to explore better pedagogical use of technology to promote students' active language production to truly achieve educational equalization for rural students.

show abstract

Section: Students' Responsesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Technology as an Educational Equalizer for EFL Learning in Rural China? Evidence from the Impact of Technology-Assisted Practices on Teacher-Student Interaction in Primary Classrooms

Jee

Sun

2018

L & L

View full text Add to dashboard Cite

show abstract

“…Other studies have analysed the pedagogical activities that are embedded and accomplished within the sequence and through it, as for example the teacher's continuous evaluation of their students (Heinonen, 2017) and its potential to assume progressivity in the interactive pedagogical project (Lee, 2008). Regardless of the teacher-frontedness of the IRE-sequence, Lee (2008) states that it generates resources for the students and should therefore be considered a learning tool (ibid.). Lee focused on the teacher's third position turn in the form of yes-no questions and their ability "to call for and point to knowledge required of the student" (ibid., p. 257).…”

Section: Introductionmentioning

confidence: 99%

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

Merke¹

2018

HUJE

View full text Add to dashboard Cite

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.

show abstract

“…Although the first studies of classroom talk focused on teacher-learner interaction in classrooms with young learners in their native language (L1) (Barnes, 1976(Barnes, /1992Cazden, 2001;Lemke, 1990;Mehan, 1979), talk in adult English as a Second Language (ESL) classrooms has become an increasingly popular area of study over the last 10 years, where the focus has largely been on teacher/learner interactional patterns and how teachers manage student contributions and give feedback (Fagan, 2012(Fagan, , 2015Lee, 2007Lee, , 2008Markee, 1995;Waring, 2008Waring, , 2011Waring, , 2015. A handful of studies have focused on types of talk in the adult ESL classroom, such as teacher self-talk (Hall & Smotrova, 2013), and conversational talk vs. instructional talk (Waring, 2014), and what these types of talk seem to accomplish.…”

Section: Introductionmentioning

confidence: 99%

Doing Exploratory Talk in the Language Classroom: A Sequential Account

Boblett¹

2018

HUJE

View full text Add to dashboard Cite

Building on William Barnes' research (1992; on how exploratory talk can be used as a tool to work on understanding and promote learning in L1 elementary school classrooms, I examine exploratory talk in the adult ESL classroom. Ten hours of two adult ESL classes were videotaped, transcribed, and analyzed using a conversation analytic (CA) framework. The analysis shows that exploratory talk is implemented through a 5-stage sequential structure and can be teacher-or jointly-led. Each stage in the sequence is introduced, supported, and managed as much by gestures, gaze, and movement as by talk and silence. The findings not only suggest that exploratory talk offers an important resource for resolving language issues but also how this can be done step-by-step in real time. The findings contribute to previous research on exploratory talk by locating this talk within larger exploratory sequences, calling attention to crucial nonverbal conduct, and examining these sequences in the adult ESL classroom.

show abstract

Yes–No Questions in the Third-Turn Position: Pedagogical Discourse Processes

Cited by 34 publications

References 35 publications

Technology as an Educational Equalizer for EFL Learning in Rural China? Evidence from the Impact of Technology-Assisted Practices on Teacher-Student Interaction in Primary Classrooms

Technology as an Educational Equalizer for EFL Learning in Rural China? Evidence from the Impact of Technology-Assisted Practices on Teacher-Student Interaction in Primary Classrooms

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

Doing Exploratory Talk in the Language Classroom: A Sequential Account

Contact Info

Product

Resources

About