From noticing to initiating correction: Students’ epistemic displays in instructional interaction

Kääntä, Leila

doi:10.1016/j.pragma.2014.02.010

Cited by 105 publications

(71 citation statements)

References 27 publications

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“…It is the action of noticing that endows an event or feature its relevance, by picking it out and bringing it up for the participants to deal with (Keisanen, : 200–201; drawing on Schegloff, ). Furthermore, in instructional settings, verbal noticings have been shown to call recipient(s) in “to resolve the issue being raised” (Szymanski, : 6) and embodied noticings, which may involve, for example, gaze, facial expressions and manipulation of materials, to herald the initiation of corrections (Kääntä, ). In other words, noticings about current events and states of affairs may not only direct and maintain the recipients’ focus on the task at hand, but also prompt their active engagement in inducing more or less immediate change (cf.…”

Section: Simple Noticings About Current Events and States Of Affairsmentioning

confidence: 99%

Noticings with instructional implications in post‐licence driver training

Rauniomaa

Lehtonen

Summala

2018

Int J App Linguistics

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Drawing on ethnomethodology and conversation analysis, the study examines video data in which drivers with a valid licence participate in voluntary instructor‐led training. The study discusses noticings by the instructor that concern current events or states of affairs and prompt the driver to adjust her driving or that concern habitual practices developed by the driver over time and encourage her to alter them in the future. The former are simple noticings, whereas the latter are prefaced with “I notice that.” The design and timing of the noticings reveal how they are to be understood with respect to the mobile instructional situation. Moreover, they make visible the instructor's ongoing monitoring and assessment of the driver's performance and the instructor's expectations regarding the driver's experience and competence.

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Section: Simple Noticings About Current Events and States Of Affairsmentioning

confidence: 99%

Noticings with instructional implications in post‐licence driver training

Rauniomaa

Lehtonen

Summala

2018

Int J App Linguistics

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“…These investigations have shown that resources available to the teacher as the 'legitimated' organizer and controller of classroom activities can also be actively used by students. Firstly, they have demonstrated that students can manage and influence classroom interaction even within the IRE structure (Candela, 1999;Jacknick, 2009;Garton, 2012;Kääntä, 2014). For example, Candela (1999) has shown how students can change the situational power asymmetry by using such strategies as refusing to participate in the discussion, alternative ways of answering the teacher questions, evaluating teacher's and peers assertions, or initiating a new topic for discussion.…”

Section: Introductionmentioning

confidence: 99%

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

Tyagunova

Greiffenhagen

2017

Discourse Studies

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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).

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“…This was illustrated by Kääntä (2014), who examined students' embodied conduct from 'noticing' a teacher's error during whole-class exercise checking to initiating interaction to correct it. Her analysis portrayed the students' subtle work such as sudden gaze shifts between their and their neighbour's task-related materials and facial expressions such as puckering lips and frowning that preceded the delicate action conveyed by a correction initiation.…”

Section: Ca and Bilingual Classroomsmentioning

confidence: 99%