Closing seminars and lectures: The work that lecturers and students do

Abstract

Based on an analysis of naturally occurring interactions between lecturers and students, this article investigates how university lectures and seminars are brought to a close through the collaborative work of lecturers and students. The analysis focuses on: firstly, the resources that lecturers and students have to accomplish this (which do not just include speech, but also embodied conduct, as well as references to clock time and lesson phases); secondly, the active role that students play, who may engage in closing activities in ways that attempt to preserve the classroom order (e.g., by packing up silently while continuing to demonstrably listen) or in ways that are disruptive of it (e.g., by packing up noisily); thirdly, the occasional subversive role that students may adopt, who may attempt to initiate closings in order to cut the lecture or seminar short (e.g., by suggesting to the lecturer that he or she is going over time or by engaging in 'premature' closing activities).

The Relationship between Lecturer Feedback about Academic Performance and Academic Progress of Students

“…The result was not consistent with next following reported works, (Gibbs and Taylor, 2016;Stanton, 1979;Braskamp, Caulley and Costin, 1979), who argued that there is a significant positive relationship between lecturer feedback and academic progress of students. The result was consistent with following reported works (Hartney, 2007;Tyagunova and Greiffenhagen, 2017;McCarthy, 2017), who argued that there is not a significant positive relationship between lecturer feedback and academic progress of students. In conclusion hypothesis # 1: There is a positive linear correlation between individual study work and students' academic success, is been rejected.…”

Early finishers: How EFL students bring tasks to early completion and what happens next

“…This shows how the participants adapt their early finish and readiness‐to‐leave to avoid disrupting the classroom environment. The packing away of belongings is what Tyagunova and Greiffenhagen (2017) refer to as “gearing up” to leave. As they “gear up,” Sara and Kimi orient to the classroom environment by continuing to engage in English interaction together.…”

“…In institutional contexts, activities are often scheduled with predetermined end points, minimizing the need for pre‐closing sequences (Greer, 2019). Nonetheless, institutional interactions do not necessarily finish on time, and participants in classrooms still need to work to achieve closings (Tyagunova & Greiffenhagen, 2017). A practice used by students in university lectures, for example, is the packing away of belongings as a move toward closing, which Tyagunova and Greiffenhagen (2017) refer to as "gearing up" to leave.…”

“…Nonetheless, institutional interactions do not necessarily finish on time, and participants in classrooms still need to work to achieve closings (Tyagunova & Greiffenhagen, 2017). A practice used by students in university lectures, for example, is the packing away of belongings as a move toward closing, which Tyagunova and Greiffenhagen (2017) refer to as "gearing up" to leave. Hellermann (2008) and Hellermann and Cole (2008) found that disengagement sequences performed by dyads of second‐language English learners may involve postural disalignment, embodied actions, discourse markers, appreciations, assessments, and last "mentionables" (Schegloff & Sacks, 1973).…”

‘Learning Moments’ as Inspectable Phenomena of Inquiry in a Second Language Classroom

“…what Garfinkel (2002, p. 105) termed "instructed actions" or, in this study, "instructed experience". Recently there have been studies available in EMCA literature on how students orient to a range of instructive phenomena related to the opening and closing of university lectures and seminars (Garfinkel, 2002;Tyagunova & Greiffenhagen, 2017), to the manipulation of telescopes in astronomical observatories (Marques et al 2020), to the identification of 'learnables' during surgery at a teaching hospital (Zemel & Koschmann, 2014) and to the joint accomplishment by teachers and very young students of everyday activities such as pretend play episodes, managing disputes and talking about the environment (Bateman, 2015).…”