Whole-Class Co-Construction in a High School Spanish Classroom: A Conversation Analytic Perspective

Autor/inn/en	Wagner, Santoi; Park, Innhwa
Titel	Whole-Class Co-Construction in a High School Spanish Classroom: A Conversation Analytic Perspective
Quelle	In: Language Learning, 72 (2022), S.203-239 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wagner, Santoi) ORCID (Park, Innhwa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12472
Schlagwörter	Discourse Analysis; High School Students; Spanish; Second Language Learning; Second Language Instruction; Teaching Methods; Grammar; Classroom Communication; Teacher Student Relationship; Form Classes (Languages); Interaction Process Analysis + Suchen Sie Ihr Suchwort? Diskursanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Analytischer Sprachbau; Prozessanalyse
Abstract	This study demonstrates how conversation analysis can illuminate the interactional practices through which the Present-Attention-Co-construction-Extension (PACE) approach to grammar instruction, which involves a guided, inductive co-construction of grammar rules with learners, is realized in the classroom. The data consist of three whole-class Co-construction discussions that occurred in three high school Spanish lessons on the pronoun se in non-agentive constructions. We trace how the discussion unfolded and find that the key locus for the Co-construction process was the work done by the teacher in the third turns of IRE sequences, and in particular, the withholding of explicit teacher assessment. We examine how the students treated and responded to such teacher third turns and how these sequences exhibited various interactional outcomes, such as a cyclical pattern of discourse, and misalignment of teacher and student focus. We consider the implications for a guided induction approach. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01