Managing language errors in real-time: A microanalysis of teacher practices

Fagan, Drew S.

doi:10.1016/j.system.2015.09.004

Cited by 20 publications

(5 citation statements)

References 44 publications

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“…The study defers from exploring how learning occurs through task-based interaction. However, the findings may contribute to the methodological contribution of institutional CA toward the existing literature on language pedagogy (Fagan, 2015;Hall & Looney, 2019;Kasper & Kim, 2015;Kasper & Wagner, 2014;Pekarek Doehler, 2013) and TBL (Balaman, 2019;Hellerman et al, 2019;Jenks, 2009) by examining how language is used in real-time EFL classrooms with students with low levels of proficiency in English.…”

Section: Introductionmentioning

confidence: 92%

Task type completion in lower level EFL classes: A conversation analytic study

Park

2021

Language Teaching Research

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This study assesses a range of task-based interaction (i.e. structured vs. unstructured tasks) between lower-English-proficiency middle school English as a foreign language (EFL) learners in a task-based learning (TBL) class employing conversation analytic methodology. From the video data, which allowed for an emic analysis of the students’ vocal and non-vocal actions when engaging in the different task types, it was found that in both the structured and unstructured task interactions, because the students were mainly focused on task completion, there were frequent minimal turns and sequences. A deviant case analysis revealed that the participants prioritized task completion as the focus of activities even when engaging in social talk by evoking various types of roles (e.g. students, friends). The study proposes several pedagogical suggestions for employing tasks in lower-level EFL contexts.

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Section: Introductionmentioning

confidence: 92%

Task type completion in lower level EFL classes: A conversation analytic study

Park

2021

Language Teaching Research

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“…Several CA studies have focused on whether participation is encouraged or curtailed through the use of different types of positive and negative feedback (Fagan, 2014(Fagan, , 2015Markee, 1995;Waring, 2008). Teachers' feedback decisions determine whether time and space are even made available for work on understanding.…”

Section: Managing Learner Talk In the Adult Esl Classroommentioning

confidence: 99%

“…Studies on the feedback turn reveal that teachers have an overwhelming number of options for providing feedback or using the turn in other ways (Jarvis & Robinson, 2007;Lee, 2007). The range of options can be narrowed depending on the type of task (Fagan, 2014), the teacher's level of expertise, and a teacher's knowledge of students' individual challenges and proficiency level (Fagan, 2014(Fagan, , 2015, among other factors. Teachers can use the feedback turn in an almost unlimited number of ways; for example, they can pose new questions, use prompts to encourage further contributions, invite other students to correct or expand on their peers' responses, or simply step back and open the floor (Lee, 2007;Fagan, 2014).…”

Section: Managing Learner Talk In the Adult Esl Classroommentioning

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%

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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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“…How and why L2 teachers orchestrate classroom interactions in real time has been at the forefront of recent research investigating connections between teacher cognition and classroom learning opportunities (Li, ). For example, Fagan () shows how one teacher bases her corrective feedback practices on evidence in the discourse of what is perceived to be learners’ needs for and capabilities of addressing particular language errors at particular points in time. Such analyses highlight the in‐the‐moment, yet systematic, nature of teacher decision making in relation to classroom interaction management.…”

mentioning

confidence: 99%

Managing language errors in real-time: A microanalysis of teacher practices

Cited by 20 publications

References 44 publications

Task type completion in lower level EFL classes: A conversation analytic study

Task type completion in lower level EFL classes: A conversation analytic study

Doing Exploratory Talk in the Language Classroom: A Sequential Account

Addressing Learner Hesitancy‐to‐Respond Within Initiation‐Response‐Feedback Sequences

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