A Conversation-Analytic Perspective on the Organization of Teacher-Led Clarification and Its Implications for L2 Teacher Training

Autor/inn/en	Atar, Cihat; Seedhouse, Paul
Titel	A Conversation-Analytic Perspective on the Organization of Teacher-Led Clarification and Its Implications for L2 Teacher Training
Quelle	In: International Journal of Instruction, 11 (2018) 2, S.145-166 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Second Language Instruction; College Second Language Programs; Foreign Students; English (Second Language); Qualitative Research; Teaching Methods; Conversational Language Courses; Communicative Competence (Languages); Discourse Analysis; Transcripts (Written Records); Educational Strategies; Foreign Countries; Observation; College Students; United Kingdom (Newcastle upon Tyne) + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Diskursanalyse; Lehrstrategie; Ausland; Beobachtung; Collegestudent
Abstract	This study analyses teacher-led clarification sequences in a university second language classroom setting from a conversation-analytic perspective. In the literature, there are many studies of clarification requests, but the focus is on individual categories and quantification. No previous study has examined clarification, as reconceptualised in this study, as a social action using Conversation Analysis methodology. The study draws on 14 hours of L2 classroom data from Newcastle University Corpus of Academic Spoken English database involving international students studying English as a second language. The data is analysed using Conversation Analysis by specifically focusing on sequential organization and the repair mechanism. The findings offer a qualitative and detailed account of clarification from an emic perspective. The analysis suggests that teachers use three types of initiation in clarification and the selection of these types is shown to be strongly related to the extent of epistemic gaps. The analysis also shows that teachers use two further resources when students fail to clarify. These findings have implications for the organization of the repair mechanism in L2 classrooms and for training L2 teachers. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01