Pub Date : 2023-05-23DOI: 10.1080/19463014.2023.2210236
S. Eskildsen, Maria Jensen
{"title":"‘I like the song and nice video’: a pupil-led activity in the young learner EFL classroom with implications for pedagogy","authors":"S. Eskildsen, Maria Jensen","doi":"10.1080/19463014.2023.2210236","DOIUrl":"https://doi.org/10.1080/19463014.2023.2210236","url":null,"abstract":"","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75237184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/19463014.2021.2017308
Laura E. Eilola
ABSTRACT Adopting the methods of multimodal conversation analysis, this study demonstrates that adult second language (L2) users with emergent literacy formulate requests as ‘complex multimodal Gestalts’ consisting prototypically of deictic or depictive gestures combined with gaze, situationally relevant material, and vocal or linguistic resources. The data obtained for this study are from classroom interactions and out-of-class service encounters that were conducted as part of pedagogical tasks in the context of integration training for adult L2 students with emergent literacy. The analysis shows how co-constructed request sequences typically involve multimodal negotiation in which the co-participants support L2 users to formulate requests that are understandable and that contribute to the progressivity of the interaction. The findings contribute to an understanding of practical requests as multimodal, context-sensitive, collaborative actions and underline the importance of this perspective especially from the view of L2 users with emergent literacy.
{"title":"The design of requests by adult L2 users with emergent literacy","authors":"Laura E. Eilola","doi":"10.1080/19463014.2021.2017308","DOIUrl":"https://doi.org/10.1080/19463014.2021.2017308","url":null,"abstract":"ABSTRACT Adopting the methods of multimodal conversation analysis, this study demonstrates that adult second language (L2) users with emergent literacy formulate requests as ‘complex multimodal Gestalts’ consisting prototypically of deictic or depictive gestures combined with gaze, situationally relevant material, and vocal or linguistic resources. The data obtained for this study are from classroom interactions and out-of-class service encounters that were conducted as part of pedagogical tasks in the context of integration training for adult L2 students with emergent literacy. The analysis shows how co-constructed request sequences typically involve multimodal negotiation in which the co-participants support L2 users to formulate requests that are understandable and that contribute to the progressivity of the interaction. The findings contribute to an understanding of practical requests as multimodal, context-sensitive, collaborative actions and underline the importance of this perspective especially from the view of L2 users with emergent literacy.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85539477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-13DOI: 10.1080/19463014.2022.2146270
Z. Dinçer
{"title":"Classroom discourse competence: current issues in language teaching and teacher education","authors":"Z. Dinçer","doi":"10.1080/19463014.2022.2146270","DOIUrl":"https://doi.org/10.1080/19463014.2022.2146270","url":null,"abstract":"","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76126835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.1080/19463014.2022.2128689
J. van Balen, Myrte N. Gosen, S. de Vries, T. Koole
{"title":"Taking learner initiatives within classroom discussions with room for subjectification","authors":"J. van Balen, Myrte N. Gosen, S. de Vries, T. Koole","doi":"10.1080/19463014.2022.2128689","DOIUrl":"https://doi.org/10.1080/19463014.2022.2128689","url":null,"abstract":"","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85185206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-10DOI: 10.1080/19463014.2022.2103007
Elham Monfaredi
ABSTRACT This study examined interactional sequences in which students initiated storytelling in classroom interactions. The data consisted of 13 stories initiated by students in intermediate and advanced Persian language classes at two North American Universities. The study drew on conversation analysis in combination with membership categorization analysis to detail the sequential structure and category work in the students’ stories. A key finding was that students exhibited their knowledge affordances through storytelling. Specifically, the study explored how students’ identity work via self-initiated stories enabled them to make relevant their knowledge of and experience with certain cultural matters. Storytelling became an interactional site for students to show their sociocultural knowledge about the target community, and students’ initiation of stories invoked symmetry in classroom discourse and promoted agency. The current study contributes to research on storytelling in classroom interaction and to the growing body of research on epistemics in classroom discourse.
{"title":"Student-initiated storytelling in classroom interaction","authors":"Elham Monfaredi","doi":"10.1080/19463014.2022.2103007","DOIUrl":"https://doi.org/10.1080/19463014.2022.2103007","url":null,"abstract":"ABSTRACT This study examined interactional sequences in which students initiated storytelling in classroom interactions. The data consisted of 13 stories initiated by students in intermediate and advanced Persian language classes at two North American Universities. The study drew on conversation analysis in combination with membership categorization analysis to detail the sequential structure and category work in the students’ stories. A key finding was that students exhibited their knowledge affordances through storytelling. Specifically, the study explored how students’ identity work via self-initiated stories enabled them to make relevant their knowledge of and experience with certain cultural matters. Storytelling became an interactional site for students to show their sociocultural knowledge about the target community, and students’ initiation of stories invoked symmetry in classroom discourse and promoted agency. The current study contributes to research on storytelling in classroom interaction and to the growing body of research on epistemics in classroom discourse.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81999114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-09DOI: 10.1080/19463014.2022.2090397
Merve Hirçin-Çoban, Betül Çimenli
ABSTRACT To be able to assess interactional competence (IC), which believed to be shared knowledge rather than an individual skill, talk in paired speaking tests can be analyzed. Accordingly, this study investigates how L2 speakers of English collaboratively construct turns in paired speaking tests mainly through embodied word search sequences and their relation to IC based on a dataset of 48 recorded paired speaking tests collected from a state university in Turkey. Results of the study have revealed that turn completion is mostly constructed at word level but also at sentence level for some cases. It is shown that collaborative turn construction practices vary across different proficiency levels, especially between B1 and B2. In addition to this, there are six different resources employed by interactants to receive turn completion and the higher the students’ proficiency level is, the more varied the resources they use to do so. It is also revealed that interactants almost always achieve mutual understanding following a turn completion. Findings of the study can feed into L2 assessment practices and pedagogical practices in L2 classrooms in a way that can facilitate the teaching of L2 IC.
{"title":"Collaborative turn construction in paired speaking tests across different proficiency levels","authors":"Merve Hirçin-Çoban, Betül Çimenli","doi":"10.1080/19463014.2022.2090397","DOIUrl":"https://doi.org/10.1080/19463014.2022.2090397","url":null,"abstract":"ABSTRACT To be able to assess interactional competence (IC), which believed to be shared knowledge rather than an individual skill, talk in paired speaking tests can be analyzed. Accordingly, this study investigates how L2 speakers of English collaboratively construct turns in paired speaking tests mainly through embodied word search sequences and their relation to IC based on a dataset of 48 recorded paired speaking tests collected from a state university in Turkey. Results of the study have revealed that turn completion is mostly constructed at word level but also at sentence level for some cases. It is shown that collaborative turn construction practices vary across different proficiency levels, especially between B1 and B2. In addition to this, there are six different resources employed by interactants to receive turn completion and the higher the students’ proficiency level is, the more varied the resources they use to do so. It is also revealed that interactants almost always achieve mutual understanding following a turn completion. Findings of the study can feed into L2 assessment practices and pedagogical practices in L2 classrooms in a way that can facilitate the teaching of L2 IC.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81579119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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