Learners’ Multimodal Displays of Willingness to Participate in Classroom Interaction in the L2 and CLIL Contexts

Evnitskaya, Natalia; Berger, Evelyne

doi:10.1080/19463014.2016.1272062

Cited by 51 publications

(23 citation statements)

References 33 publications

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“…Learners' unsolicited comments as second pair parts (extract 1, line 06 and extract 3, line 20) may have not affected the subsequent interaction, but do show the students' WTP and that they are attuned with the ongoing discussion. Other instance of WTP is seen in extract 2, line 08, where a learner actively engages in interaction -a social action described by Evnitskaya & Berger (2017)-and eventually helps to solve a communication problem. Some learners' unsolicited contributions in the second position were non-target like (extract 3, line 24 and extract 4, lines 13 and 15) and led to the teacher's explicit correction.…”

Section: Discussion and Resultsmentioning

confidence: 99%

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Learner Initiative in the Spanish as a Foreign Language Classroom: Implications for the Interactional Development

Rodríguez¹,

Wilstermann²

2018

HUJE

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Classroom interaction has been widely studied using the conversation analysis methodology in order to explore and understand interactional practices that enhance language learning. This research has been traditionally focused on the canonical teacher-student classroom interaction, called Initiation-Response-Feedback (IRF) sequence, composed by a teacher's first turn, a student's response and a third turn performed by the teacher to evaluate or give feedback. Variability within the IRF sequence, regarding the learner's initiative to take the floor, has been investigated and its potential benefits to generate language learning opportunities have been acknowledged. Employing Conversation Analysis, in this article we investigate learner initiatives in teacher-student interactions obtained from 40 hours of video-recorded Spanish as a foreign language lessons in Barcelona, Spain. We aim to explore and characterize students´ initiatives in a meaning-focused round robin sequence and analyze the implications of nonallocated turns for the progressivity of the interaction. The analyses reveal that some initiatives do not alter -but support-the ongoing interaction, while others lead to marked changes and readjustments in the IRF sequence.

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Section: Discussion and Resultsmentioning

confidence: 99%

“…For instance, when the teacher asks the student to display a certain kind of knowledge, the third part of the sequence is evaluative. At the same time, within the IRF sequence students' participation -considered as a key element in the development of foreign language acquisition-is fostered by teachers (Evnitskaya & Berger, 2017).…”

Section: Introductionmentioning

confidence: 99%

Learner Initiative in the Spanish as a Foreign Language Classroom: Implications for the Interactional Development

Rodríguez¹,

Wilstermann²

2018

HUJE

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“…Likewise, students can claim or demonstrate insufficient knowledge (Sert, 2011(Sert, , 2015Sert & Walsh, 2013), and teachers may orient to this for instance by performing epistemic status checks (Sert, 2013a(Sert, , 2015, doing embodied vocabulary explanations (Sert & Walsh, 2013), and through designedly incomplete utterances (Koshik, 2002;Sert & Walsh, 2013;Sert, 2015). On a similar note, students have also been found to have various resources to show their willingness or unwillingness to participate (Evnitskaya & Berger, 2017;Mortensen, 2008aMortensen, , 2008bMortensen, , 2009Sert, 2013bSert, , 2015. Willingness to participate is defined as a "social, public demonstration of one's interest (i.e.…”

Section: Prerequisites For Differentiated Teachingmentioning

confidence: 93%

“…Unwillingness to participate can be displayed for instance by e-ISSN: 2536-4758 http://www.efdergi.hacettepe.edu.tr/ withdrawing gaze from the teacher (Mortensen, 2008a), smiling (Sert & Jacknick, 2015;Sert, 2015), or claiming insufficient knowledge (Sert, 2015). Likewise, willingness to participate can be displayed in various ways, such as hand-raising (Sahlström, 2002), some of which may be so subtle that they remain unnoticed (Evnitskaya & Berger, 2017). This poses a challenge for teachers, as they on the one hand need to continuously analyze what students do, know, and understand, but on the other hand, evidence of this -while observable -can be very subtle and requires an online analysis.…”

Section: Prerequisites For Differentiated Teachingmentioning

confidence: 99%

Category-Bound Rights and Obligations of Young EFL Learners in Denmark: The Case of (Extreme) Differentiation

Wieschen¹

2018

HUJE

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This study investigates if and how primary school teachers of English as a foreign language (EFL) to young learners in Denmark interact in everyday classroom interaction with students who -according to a receptive vocabulary test -differ vastly in their English skills. Using Conversation Analysis, the study looks at how students present themselves in terms of claimed and demonstrated proficiency, epistemic displays, and willingness to participate, and at teachers' methods to engage in interactions with these children, for example when they select them as next speakers. The analysis focuses on how the categories "strong" and "weak student" are co-constructed by both the teacher, the student in question, and their classmates. It seems that membership in one of these groups is written in stone, as students are not given many opportunities to be reassessed, even though continuous assessment is a prerequisite for successful differentiation. The analysis of EFL teachers' practices of doing differentiation in teaching-in-interaction of Young Learners of EFL in Denmark contributes to our understanding of differentiation in language classrooms.

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“…The present study provides an additional example of how students take initiative and become agents of their own learning processes (Jacknick, 2011;Kääntä, 2014;Evnitskaya and Berger, 2017). The present analysis focuses on student-initiated question sequences (SIQS) and more precisely on its third position turns, especially those that challenge the teacher using data from a university context.…”

Section: Introductionmentioning

confidence: 99%

Challenging and Objecting: Functions of Third Position Turns in Student-Initiated Question Sequences

Merke¹

2018

HUJE

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ABSTRACT:Research on the classical IRE-sequences in the classroom context has highlighted teachers' use of questions as teaching tools and how questioning processes serve as efficient learning tools. One especially important turn in questioning processes is the third position of the sequence which incorporates the potential to enhance learning and provide resources for students. This article examines sequences similar to the IRE-sequence -student-initiated question sequences -focusing on the third position of these sequences. In the default question sequence, the third position is used to signal an acceptance of the prior response. The analysis examines turns that signal disalignment with the teacher and may therefore communicate a challenge or an objection to the teacher. The aim is to demonstrate how the different formats of third positions are used to express fine-grained challenges concerning the granularity of knowledge and epistemic responsibilities. Thus, non-aligning dialogue particles, follow-up questions or postexpansions in third position can convey a challenging quality. The research method adopted is ethnomethodological conversation analysis. A detailed sequential analysis demonstrates that troubles encountered in mutual understanding may be related to issues of epistemicity and moral order. A central result is that question sequences provide the participants with learning tools that connect to the organisation of emotional and moral issues.

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Learners’ Multimodal Displays of Willingness to Participate in Classroom Interaction in the L2 and CLIL Contexts

Cited by 51 publications

References 33 publications

Learner Initiative in the Spanish as a Foreign Language Classroom: Implications for the Interactional Development

Learner Initiative in the Spanish as a Foreign Language Classroom: Implications for the Interactional Development

Category-Bound Rights and Obligations of Young EFL Learners in Denmark: The Case of (Extreme) Differentiation

Challenging and Objecting: Functions of Third Position Turns in Student-Initiated Question Sequences

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