Two preferences in question–answer sequences in language classroom context

Student smiles and the negotiation of epistemics in L2 classrooms

“…First of all, right after very long silences accompanied by student smiles like in Excerpts 3 and 4, a teacher may anticipate interactional trouble by carefully observing the lack of epistemic access through the student's smile, and move on to a next student in a delicate way, thus renewing the participation framework and affiliating with the 'unknowing' student. This would be in accordance with a general finding from instructed learning settings: teachers prioritize preference for progressivity over selected-speaker-speaks-next (Hosoda and Aline, 2013). Allocating the turn to another student or inviting peer response during such interactional troubles may prevent potential disalignment in language classrooms.…”

“…In an instructed learning context, an epistemic status check can be defined as a teacher's interpretation of a learners' state of knowledge, and is initiated when a second pair part of a question-answer adjacency pair is delayed (Sert, 2013a(Sert, , 2015. In the majority of instances of claims of insufficient knowledge by the students, and teachers' subsequent epistemic status checks, teachers prioritize preference for progressivity over selected-speaker-speaks-next (Hosoda and Aline, 2013). This, however, is not performed in a straightforward and mechanical manner by teachers, since they draw on students' nonverbal resources, including smiles (Sert, 2013a:17), before initiating an epistemic status check and moving the interaction and the pedagogic activity at hand forward.…”

The Use of Question Modification Strategies in ESL Class

“…Studies have shown that teachers indeed do employ modification strategies when facing difficulty in getting responses in class. This is confirmed by Hosoda and Aline (2013), who investigate classroom discourse. They found that when students fail to respond to a question, the teacher normally finds other ways to pursue the responses.…”

Responsive Turns in L2 Discussion Tasks: A Conversation Analysis Perspective

“…Second, repetition of the preceding turn, either full or part, involves a repair procedure (Filipi, 2015;Hall, 2007) or an assessment (Hellermann, 2004), which occurs mainly in the third position in teacher-student interaction, the teacher's response to the student's responsive turn. Third, repetition marks receipt of information (Hellermann, 2007;Hosoda & Aline, 2013). Fourth, repetition can be used to pursue responses owing to the inadequate response in the prior turn or when an answer is not forthcoming (Filipi, 2015;Hosoda & Aline, 2013).…”

“…Third, repetition marks receipt of information (Hellermann, 2007;Hosoda & Aline, 2013). Fourth, repetition can be used to pursue responses owing to the inadequate response in the prior turn or when an answer is not forthcoming (Filipi, 2015;Hosoda & Aline, 2013).…”