Social Interaction and L2 Classroom Discourse

Sert, Olcay

doi:10.1515/9780748692651

Cited by 165 publications

(77 citation statements)

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“…Girgin and Brandt (2020) also report how the teacher in their study employs gazes successfully to elicit extended learner turns by indicating that a further response was being expected from the student on the spot. Moreover, teachers' body language, along with facial expressions, is known to be an important tool contributing to the impact of teacher talk (Murphy et al, 2011;Sert, 2015Sert, , 2017. Paralinguistic features are essential for teachers to build rapport with learners (Peachey, 2017) and improved SOLT education should enable these features as much as possible.…”

Section: Discussionmentioning

confidence: 99%

Challenges of Providing Learners with Scaffolding during Synchronous Online EFL Teaching

Demirkol

2022

Kuramsal Eğitimbilim

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This study employed Walsh's (2006) concept of classroom interactional competence to investigate the classroom interaction during synchronous online English language teaching. The data of this study is comprised of 8 40-minute video recordings of an EFL class at a state university's English preparatory program. The data belongs to the same group of learners who were taught by the same EFL instructor. The classes were held via ZOOM, a free video-conferencing program. The analysis focused on scaffolding moves of the teacher-specifically reformulation, extension, and modeling moves-for two reasons. First, the data was abundant in terms of teacher talk samples falling into this category. Second, several scaffolding attempts of the teacher were observed to fail due to technology-related problems. There was evidence in the data that the lack of body language harmed the dialogic nature of teacher-learner interaction and reformulation, and extension moves could not bring about extended learner turns. Regarding the unsuccessful modeling, it was observed that the teacher's failure to use annotation tools hindered the learners' noticing of teacher modeling. As a result, these findings have implications for foreign language teachers' adaptation to online teaching and also for the optimization of video-conferencing tools to be developed for educational use.

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Section: Discussionmentioning

confidence: 99%

Challenges of Providing Learners with Scaffolding during Synchronous Online EFL Teaching

Demirkol

2022

Kuramsal Eğitimbilim

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“…With the growing interest in socially oriented second language acquisition, the recent work in the field of CA‐for‐SLA has capitalized on the recognition of the importance of contextual and interactional dimensions of language learning (Firth & Wagner, 1997). This work has expanded our understanding of how classroom interactions unfold in real time (Sert, 2015). For example, research has shown how learners display and build interactional competence (Mori, 2004), deal with interactional troubles through repair practices (Hellermann, 2009), and utilize multilingual and multimodal resources (Li, 2014).…”

Section: Discussionmentioning

confidence: 99%

Whole‐Class Co‐Construction in a High School Spanish Classroom: A Conversation Analytic Perspective

Wagner

Park

2021

Language Learning

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This study demonstrates how conversation analysis can illuminate the interactional practices through which the Present-Attention-Co-construction-Extension (PACE) approach to grammar instruction, which involves a guided, inductive coconstruction of grammar rules with learners, is realized in the classroom. The data consist of three whole-class Co-construction discussions that occurred in three high school Spanish lessons on the pronoun se in non-agentive constructions. We trace how the discussion unfolded and find that the key locus for the Co-construction process was the work done by the teacher in the third turns of IRE sequences, and in particular, the withholding of explicit teacher assessment. We examine how the students treated and responded to such teacher third turns and how these sequences exhibited various interactional outcomes, such as a cyclical pattern of discourse, and misalignment of teacher and student focus. We consider the implications for a guided induction approach.

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“…Therefore, tracking participation frameworks also involves monitoring the interactants' shifting attention foci during the unfolding accomplishment of the ongoing activity. It is indeed through the interactants' embodied displays of attentiveness (or lack thereof) that their willingness (or unwillingness) to participate observably emerges (Evnitskaya & Berger 2017;Mortensen 2008;Sert 2013Sert , 2015.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Such engagement, however, is temporary, as indicated by Emma's shift in eyegaze: in lines 2 and 4 of Excerpt 1.1 4 she looks at the small toy with which she has been playing since before the excerpt (Frame Grab 1). That is, Emma again physically displays disalignment with the ongoing activity and does not achieve the "collaboratively sustained framework of mutual orientation" (Goodwin & Goodwin 2012: 275) that is essential to conduct group work; in other words, Emma displays unwillingness to participate (see Sert 2013Sert , 2015. As Hanna displays uncertainty in identifying item 9 (eraser) and in writing the word (see the elongated is::::: in line 1, the 0.9 second pause in line 3, the vocalization eu::::h in line 5, the incomplete verbal and written production of the word in lines 7 and 8), Tim jokingly (see modulated voice) suggests that the other group members collaborate as well (lines 6 and 9).…”

Section: Emma's First Display Of Strong Epistemic Stance and Agencymentioning

confidence: 99%

"Well if we're wrong it's your fault": Negotiating participation in the EFL classroom

Marian¹,

Kunitz²

2017

TRANEL

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This micro-longitudinal conversation analytic study investigates how a group of 7th grade students in Sweden negotiates participation frameworks in EFL group work. The analysis follows the changes in participation of one student, Emma, during a collaborative vocabulary quiz used to test a homework assignment. At first, Emma's participation in the task is limited and her contributions are questioned by the group members. As the activity progresses, though, Emma increasingly volunteers relevant answers and her coparticipants progressively orient to her as a knowledgeable and legitimate participant. We document the interactional means by which the students in the group enable and restrain participation in the task, and we relate these to the local physical/spatial and organizational affordances of the institutional setting. The study demonstrates how the right to active participation is negotiated on a moment-by-moment basis in and through interaction in the embodied ecology of the language classroom.

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Social Interaction and L2 Classroom Discourse

Cited by 165 publications

References 0 publications

Challenges of Providing Learners with Scaffolding during Synchronous Online EFL Teaching

Challenges of Providing Learners with Scaffolding during Synchronous Online EFL Teaching

Whole‐Class Co‐Construction in a High School Spanish Classroom: A Conversation Analytic Perspective

"Well if we're wrong it's your fault": Negotiating participation in the EFL classroom

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