Third turn position in teacher talk: Contingency and the work of teaching

Lee, Yo–An

doi:10.1016/j.pragma.2006.11.003

Cited by 189 publications

(151 citation statements)

References 42 publications

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“…Teachers' feedback decisions determine whether time and space are even made available for work on understanding. 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.…”

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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Section: Managing Learner Talk In the Adult Esl Classroommentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Doing Exploratory Talk in the Language Classroom: A Sequential Account

Boblett¹

2018

HUJE

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“…The IRF structure possesses flexible features, so that teachers can repeat and use various forms, particularly in the "F" move within the "triadic dialogue", depending on the activity goal [16]. Lee claimed that the instructor could provide the third move as "follow-up" by using techniques such as evaluation, justification, counter arguments, clarification and meta-talk, which can stepwise achieve the purposes of correcting errors, clarifying misconceptions, and guiding learning by repeated cycles of questioning and feedback [17]. Thus far, the IRF model commonly mimics teacher-student instructional dialogue, and has been used in various language learning scenarios [18] [19].…”

Section: The Irf Dialoguementioning

confidence: 99%

Investigating the Effectiveness of an Interactive IRF-Based English Grammar Learning System

2017

Int. J. Emerg. Technol. Learn.

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Abstract-Computer-supported language learning has the potential to promote relevant work in support of instant, interactive language discourse that fulfils educational purposes and fosters individual language learning. This study presents an interactive IRF-based English grammar learning assistant system (EGLA) that aims to improve students' grammatical knowledge and correct their grammar errors and misspellings if they have any. A quasi-experimental design is adopted to examine its effects on an English grammar achievement test for three classes of junior high school students. These three classes were assigned to the experimental group and control groups A and B. The experimental group used EGLA that harnessed IRF moves, control group A used EGLA but without IRF moves, whereas control group B received an IRF-based English grammar discourse from an English tutor in the classroom. The results demonstrated that the experimental group was significantly better than control group A, but was not significantly different from control group B. The results are discussed, and directions for further investigation are provided.

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“…In doing so, we acknowledge that there are a number of important dialogic features identified in research with older children which reflect important features of elaborative style or reminiscing. This includes open questions (Albanese and Antoniotti 1997), reformulations and elaborations in teacher talk (Cullen 2002;Gillies and Khan 2008;Lee 2007;Roediger and Pyc 2012), affirming or repeating a child's utterance to incorporate it into a shared discourse (Cullen 1998;2002), and the use of memory-rich language (Coffman et al 2008;Grammer et al 2013). However, as mentioned previously, our focus is exclusively on the 0 to 5 age range, where reminiscing and elaborative style in parent-child interactions has demonstrated positive impact on children's outcomes.…”

Section: Research On Educator-child Dialog In Early Childhood Settingsmentioning

confidence: 99%

A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking

Neale

Pino-Pasternak

2016

Educ Psychol Rev

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The importance of parent-child reminiscing for young children's social and cognitive development has been well established, but despite the increasing numbers of children attending formal early childhood settings such as nurseries and preschools, there has been surprisingly little research exploring educator-child reminiscing in these contexts. Furthermore, existing research into educator-child interaction in the early years has focused on the identification and categorization of explicit learning episodes, neglecting the potential significance of implicit learning and limiting our understanding of the dialogic mechanisms underpinning developmental change. Through a systematic review of evidence pertaining to the parent-child reminiscing literature and that of dialogic practices in early childhood, this paper argues that research into the role of reminiscing in early childhood settings, combined with the wider application of formalized, micro-level approaches to analyzing educator-child conversations, is needed to broaden our understanding of early child development and effective early childhood provision. We conclude by proposing a research agenda to investigate reminiscing and elaborative styles in early childhood settings which consists of three strands: description and taxonomy; individual differences; and links to child outcomes.

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Third turn position in teacher talk: Contingency and the work of teaching

Cited by 189 publications

References 42 publications

Doing Exploratory Talk in the Language Classroom: A Sequential Account

Doing Exploratory Talk in the Language Classroom: A Sequential Account

Investigating the Effectiveness of an Interactive IRF-Based English Grammar Learning System

A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking

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