The What and How of English Language Teaching: Conversation Analytic Perspectives

Waring, Hansun Zhang

doi:10.1007/978-3-319-58542-0_54-1

Cited by 4 publications

(3 citation statements)

References 67 publications

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“…The literature shows that many studies have looked at the role of interaction in shaping learning in the second language classroom (Markee, 2015;Seedhouse & Walsh, 2010;Sert, 2015;Walsh, 2012Walsh, , 2013Waring, 2019). Interactional competence (IC) is among several classroom aspects that have generated increased interest from researchers in SLA during the past three decades.…”

Section: Interactional Competence Vs Classroom Interactional Competencementioning

confidence: 99%

Going beyond the Text: Interactional Competence in Reading Comprehension Class

2022

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Section: Interactional Competence Vs Classroom Interactional Competencementioning

confidence: 99%

Going beyond the Text: Interactional Competence in Reading Comprehension Class

2022

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Section: Interactional Competence Vs Classroom Interactional Competencementioning

confidence: 99%

Going beyond the Text: Interactional Competence in Reading Comprehension Class

Jawhar¹,

Alhawsawi²,

Walsh³

2021

AWEJ

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Drawing on the principles underlying conversation analysis (CA), this paper is a single case analysis of interaction in an English as a foreign language (EFL) reading comprehension classroom in Saudi Arabia. It looks at learning from a sociocultural perspective and uses constructs from this theoretical perspective. It focuses on Classroom Interactional Competence (CIC) (Walsh, 2013), showing classroom interaction features that are considered CIC. The paper reflects how an understanding of the concept can lead to more dialogic, engaged learning environments. The paper also connects CIC to teachers’ ability to manipulate simple classroom interactional resources to make the teaching process more effective. The paper demonstrates how teachers can induce CIC by utilizing interactional techniques, such as relaxing the mechanism and speed through which turns are taken or given, use of active listenership devices, extending wait time, and use of open-ended questions to expand topics under development. The paper argues that those techniques will help teachers, as evidenced from the cited examples, further enhance classroom participation so that it is convergent with their pedagogical goals. Finally, the paper has pedagogical implementations as it sheds light on techniques that help promote classroom interaction as an indication of learning among students with limited linguistic resources.

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“…Studies focusing on the provision of learning opportunities have reported specific ways in which interaction can shape learning in the second language classroom (Markee, 2015;Seedhouse & Walsh, 2010;Sert, 2015;Walsh, 2002Walsh, , 2012Walsh, , 2013Waring, 2008;, 2019Waring, Reddington, & Tadic, 2016). More specifically, it has been found that teachers use an array of interactional strategies in order to elicit answers from their learners, which is an important part of the linguistic exchanges in the classroom (Lee, 2006;Waring, 2012).…”

Section: Introductionmentioning

confidence: 99%

Increasing EFL Learner Participation through Eliciting Language: Insights from Conversation Analysis

Cancino

2020

JLE

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The idea that interaction shapes learning in the second language classroom by increasing opportunities for participation, and that teachers can achieve this by adequately eliciting language from learners has been discussed in the literature. However, research specifying interactional resources deployed by teachers when eliciting language from their learners has been scarce. To this end, the present study used conversation analysis to examine the interactional resources produced in the elicitation of questions belonging to a specific lesson stage, namely, the ‘classroom context mode’ (CCM). In the CCM, fluency and meaningful exchanges are encouraged, and learners are prompted to talk about their feelings, emotions, and experiences, which represent a fruitful interactional juncture for eliciting learner language. The data collected in the present study come from four teachers and their students in an adult English as a foreign language (EFL) classroom at a language institute in Chile. The participants were audio-recorded over a total of six lessons that were delivered as part of a 10-week course. From the analysis, two novel elicitation resources, namely the ‘effective management of closed questions’ and the ‘use of open referential questions as initiators of CCM’, were found to promote a facilitator-oriented approach to teaching. The pedagogical value of these resources is discussed in terms of their potential for initiating and sustaining a CCM, and their inclusion in a framework that seeks to develop teachers’ classroom interactional competence.

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The What and How of English Language Teaching: Conversation Analytic Perspectives

Cited by 4 publications

References 67 publications

Going beyond the Text: Interactional Competence in Reading Comprehension Class

Going beyond the Text: Interactional Competence in Reading Comprehension Class

Going beyond the Text: Interactional Competence in Reading Comprehension Class

Increasing EFL Learner Participation through Eliciting Language: Insights from Conversation Analysis

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