Exploring Teachers' and Learners' Overlapped Turns in the Language Classroom: Implications for Classroom Interactional Competence

Autor/in	Cancino Avila, Marco Octavio
Titel	Exploring Teachers' and Learners' Overlapped Turns in the Language Classroom: Implications for Classroom Interactional Competence
Quelle	In: Studies in Second Language Learning and Teaching, 9 (2019) 4, S.581-606 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cancino Avila, Marco Octavio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Classroom Communication; Discourse Analysis; Second Language Learning; Second Language Instruction; English (Second Language); Language Usage; Audio Equipment; Teaching Methods; Language Teachers; Teacher Student Relationship; Interaction Process Analysis; Adult Students; Foreign Countries; Chile (Santiago) + Suchen Sie Ihr Suchwort? Klassengespräch; Diskursanalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Audio-CD; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Prozessanalyse; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Ausland
Abstract	The language choices that teachers make in the language classroom have been found to influence the opportunities for learning given to learners (Seedhouse, 2004; Walsh, 2012; Waring, 2009, 2011). The present study expands on research addressing learner-initiated contributions (Garton, 2012; Jacknick, 2011; Waring, Reddington, & Tadic, 2016; Yataganbaba & Yildirim, 2016) by demonstrating that opportunities for participation and learning can be promoted when teachers allow learners to expand and finish their overlapped turns. Audio recordings of lessons portraying language classroom interaction from three teachers in an adult foreign language classroom (EFL) setting were analyzed and discussed through conversation analysis (CA) methodology. Findings suggest that when teachers are able to navigate overlapping talk in such a way that provides interactional space for learners to complete their contributions, they demonstrate classroom interactional competence (Sert, 2015; Walsh, 2006). The present study contributes to the literature by addressing interactional features that increase interactional space, and an approach to teacher and learner talk that highlights CA's methodological advantages in capturing the interactional nuances of classroom discourse. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01