Learner initiatives and learning opportunities in the language classroom

Waring, Hansun Zhang

doi:10.1080/19463014.2011.614053

Cited by 134 publications

(105 citation statements)

References 44 publications

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“…Each day's video-recordings were transcribed using a modiied version of Jeferson's notation system (see appendix) (Waring, 2011). Following the transcription, reiterative line-by-line analyses were done from which speciic classroom practices began to surface, including those showing Ann's management of learner inquiries.…”

Section: Methodsmentioning

confidence: 99%

“…Further exemplifying the potential relationship between teacher expertise and classroom interactions is how teachers address learner inquiries, deined as uninvited and, thus, unplanned contributions to the discourse where learners initiate new sequences-oftalk seeking information (Waring, 2011). While not highlighted in the SLTE literature, research on learner inquiries from the ields of classroom discourse and second language acquisition closely links such learner talk with the concept of learner agency and, in turn, the promotion of language learning opportunities in classroom interactions by allowing learners to verbalize their thoughts in connection to the topic at hand (van Lier, 2008).…”

Section: Introductionmentioning

confidence: 99%

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When Learner Inquiries Arise: Marking Teacher Cognition as It Unfolds “In-The-Moment”

Fagan

2015

R. Ilha do Desterro A J. of En. Language, Lit. in English and C

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With the understanding that teacher cognition itself is ever-emergent, originating and framed by engagement with social activities (Johnson & Golombek, 2011), the current study examines one expert English as a Second Language (ESL) teacher's micro-analysis of her classroom practices when addressing learner inquiries in-themoment, and how such analysis leads the teacher to alter her conscious awareness of what it means to teach language even at an advanced point in her career. Bridging the methodologies of conversation analysis and ethnographic analysis, two distinct practices were used by the teacher when addressing learner inquiries: doing answering and modeling exploration. Each practice is detailed with a focus on their varied constructions and the speciic verbal and nonverbal communicative cues found to inluence their uses. Numerous and simultaneous factors are shown to afect the teacher's management of learner inquiries, factors both paralleling and contradicting her perceptions of teaching. he paper concludes with a discussion on how the indings not only connect to the current teacher cognition literature but also advocates for opening up the methodological tools used in SLTE to more fully understand teacher learning.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

When Learner Inquiries Arise: Marking Teacher Cognition as It Unfolds “In-The-Moment”

Fagan

2015

R. Ilha do Desterro A J. of En. Language, Lit. in English and C

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“…eh 'make' eh: (. )", which he repeats (lines 15-16); this can be treated as a learner initiative (Waring, 2011) that displays the learner's knowledge (Koole, 2010). He then suggests other verbs similar to help and make; he starts with "get," which is greeted by T's vigorous head nod, but then withdraws "get" and instead offers "let" and "have," ending with the confirmation check, "yeah?"…”

Section: Joint Exploratory Talkmentioning

confidence: 99%

“…Although the first studies of classroom talk focused on teacher-learner interaction in classrooms with young learners in their native language (L1) (Barnes, 1976(Barnes, /1992Cazden, 2001;Lemke, 1990;Mehan, 1979), talk in adult English as a Second Language (ESL) classrooms has become an increasingly popular area of study over the last 10 years, where the focus has largely been on teacher/learner interactional patterns and how teachers manage student contributions and give feedback (Fagan, 2012(Fagan, , 2015Lee, 2007Lee, , 2008Markee, 1995;Waring, 2008Waring, , 2011Waring, , 2015. A handful of studies have focused on types of talk in the adult ESL classroom, such as teacher self-talk (Hall & Smotrova, 2013), and conversational talk vs. instructional talk (Waring, 2014), and what these types of talk seem to accomplish.…”

Section: Introductionmentioning

confidence: 99%

Doing Exploratory Talk in the Language Classroom: A Sequential Account

Boblett¹

2018

HUJE

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Building on William Barnes' research (1992; on how exploratory talk can be used as a tool to work on understanding and promote learning in L1 elementary school classrooms, I examine exploratory talk in the adult ESL classroom. Ten hours of two adult ESL classes were videotaped, transcribed, and analyzed using a conversation analytic (CA) framework. The analysis shows that exploratory talk is implemented through a 5-stage sequential structure and can be teacher-or jointly-led. Each stage in the sequence is introduced, supported, and managed as much by gestures, gaze, and movement as by talk and silence. The findings not only suggest that exploratory talk offers an important resource for resolving language issues but also how this can be done step-by-step in real time. The findings contribute to previous research on exploratory talk by locating this talk within larger exploratory sequences, calling attention to crucial nonverbal conduct, and examining these sequences in the adult ESL classroom.

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“…Estos movimientos muestran que durante las interacciones donde el alumno preguntaba al expositor, éste colaboraba dentro de la estructura discursiva, generando condiciones donde las iniciativas del aprendiz llevaban a adelantar la agenda docente, y también mediante (Waring, 2011), y en este caso es capaz de gestionar sus participaciones e iniciaciones secuenciales para ceder los inicios de las secuencias discursivas a sus demás compañeros a manera de permitirles hacer preguntas.…”

Section: Discusión Y Conclusionesunclassified

Análisis de la estructura IRE/F, en exposiciones del alumno durante prácticas de enfermería, con SDIS-GSEQ

Carrillo

Sánchez

Martínez

et al. 2017

EJREP

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Análisis de la estructura IRE/F en exposiciones del alumno durante prácticas de enfermería con 15(2), 422-440. ISSN: 1696422-440. ISSN: -2095422-440. ISSN: . 2017 http://dx.doi.org/10.14204/ejrep.42.16075 ResumenIntroducción. En las prácticas clínicas de enfermería donde un alumno expone el tema de la clase, la manera en la que el discurso da lugar tiene una formación compleja que lo coloca en una posición de sujeto activo, pero siempre bajo la coordinación del profesor. Las demostraciones y actividades que realice el alumno expositor en la práctica implican secuencias de instrucciones guiadas por el discurso, así como metodologías de enseñanza empleadas por el docente, pero transmitidas a través de éste, lo cual es relevante debido a que su acción dentro de la clase le vuelve un elemento dinámico de interacción entre los docentes y alumnos. El objetivo de la presente investigación fue analizar las secuencias discursivas del expositor mediante el software SDIS-GSEQ para entender su participación en clase.Método. Los participantes fueron estudiantes de segundo semestre, estudiantes de octavo semestre como practicantes, y una maestra, todos ellos pertenecientes a la carrera de licenciado de enfermería de la FESI-UNAM. Las clases fueron grabadas, y posteriormente la información fue analizada aplicando el software SDIS-GSEQ con base en un sistema de categorías discursivas.Resultados. Los resultados obtenidos muestran al expositor actuando de tres formas diferentes: como experto al enseñar a los alumnos, como aprendiz al ser enseñado por la maestra y los practicantes, y como un igual entre alumnos.Discusión y conclusiones. Se concluye que el expositor puede actuar como un agente de mediación de conocimientos con el alumno, o de prevención de la interacción discursiva entre el docente y sus alumnos por medio de generar monólogos discretos entre expertos.Palabras Clave: Metodología observacional, Análisis del discurso, Relación maestroalumno, Proceso de enseñanza-aprendizaje, Diálogo triádico. AbstractIntroduction. Within clinical practices of nursing where students will explain the class topics, the way in which discourse is produced has a complex formation in which the student is an active subject but under teacher's coordination. Presentations and activities carried out by the speaker student during practices involve discourse-guided instruction sequences, as well as teaching methodologies used by teachers but transferred by the student, which are relevant due to his action within the classroom will become a dynamic element among teacher's and student's interaction. The objective of this investigation is the assessment of speaker discourse sequences by SDIS-GSEQ software in order to understand participation thereof within classroom.Method. Participants were second semester students, eight semester students as practitioners, and a teacher, all of them from FESI-UNAM Undergraduate Degree in Nursing. Classrooms were recorded, and then the information thereof was assessed using SDIS-GSEQ software based on discourse ...

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Learner initiatives and learning opportunities in the language classroom

Cited by 134 publications

References 44 publications

When Learner Inquiries Arise: Marking Teacher Cognition as It Unfolds “In-The-Moment”

When Learner Inquiries Arise: Marking Teacher Cognition as It Unfolds “In-The-Moment”

Doing Exploratory Talk in the Language Classroom: A Sequential Account

Análisis de la estructura IRE/F, en exposiciones del alumno durante prácticas de enfermería, con SDIS-GSEQ

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