Word search sequences in teacher-student interaction in an English as medium of instruction context

Duran, Derya; Kurhila, Salla; Sert, Olcay

doi:10.1080/13670050.2019.1703896

Cited by 20 publications

(8 citation statements)

References 63 publications

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“…Two collaborative behaviours of this study can be grouped as representing this feature of language-related collaborations. In the literature, word search sequences have similar collaborative action patterns named 'provision of the word/utterance' in the current research (Duran, Kurhila, & Sert, 2019). Other studies (Erten & Altay, 2009;Foster & Ohta, 2005;Kos, 2013;Sato & Viveros, 2016) defined a collaborative move initiated when a learner struggles to finish his/her utterance and another person (collaboratively) completes the rest of the sentence.…”

Section: Language-related Collaboration Typesmentioning

confidence: 64%

“…Provision of the word/phrase: This collaboration action emerges in two different moments. The first one happens when the current speaker initiates a word search, displaying turn holding tokens (e.g., 'err'), cut-offs, and pauses, demonstrating the speaker is engaged in word search activity (Duran, Kurhila, & Sert, 2019). Lerner (1996) suggests that word search generally occurs near the end of the unit, inviting recipients to participate in the search and complete it collaboratively.…”

Section: Language-related Collaboration Typesmentioning

confidence: 99%

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Collaborative Action Pursuits within EFL Task- Based Peer Interactions

Aksoy-Pekacar¹,

Erten²

2021

ENAD

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This study aimed to unveil collaborative actions in EFL task-based peer interactions. Collaboration in peer interaction has been mainly investigated by analysing language-related episodes (LREs). Assuming that an etic coding would limit the understanding of collaborative actions, a qualitative analysis of learner interactions, particularly sociocultural discourse analysis, was adopted for this study. The data include 11 hours of peer interactions collected from a speaking club designed as an extracurricular activity. The participants were 15 adult learners enrolled at a language school of a Turkish state university and they were informed to have B1+ proficiency level. The learners were grouped into three groups and assigned to complete two language tasks: divergent and convergent tasks in L2. The interactions were recorded, and by employing the constant comparative method, all the collaborative actions were identified in the data. Two broad categories of collaborative actions emerged; languagerelated and task-related, each of which has different subcategories. In this paper, the language-related collaborative actions, which are eight in total, are defined and exemplified with extracts from the data. The results present implications for the inclusion of peer interaction activities, especially in EFL contexts where learners have limited opportunities in participating in L2 interaction.

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Section: Language-related Collaboration Typesmentioning

confidence: 64%

Section: Language-related Collaboration Typesmentioning

confidence: 99%

Collaborative Action Pursuits within EFL Task- Based Peer Interactions

Aksoy-Pekacar¹,

Erten²

2021

ENAD

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“…As such, forward‐oriented repair is usually instigated by the current speaker (self‐initiated) and therefore the repair proper is often completed by that same speaker, since they hold the floor. Although a common feature of L1 talk (Goodwin & Goodwin, 1986; Hayashi, 2003), such word‐search sequences have also been shown to provide opportunities for language learning among novice language users (Brouwer, 2003; Duran, Kurhila, & Sert, 2019; Koshik & Seo, 2012), where the situated, collaborative practice of searching for a word can lead to “learnables” (Eskildsen, 2018) that novice language users may later enlist in their talk.…”

Section: Discussionmentioning

confidence: 99%

Visualizing Emergent Turn Construction: Seeing Writing While Speaking

Greer

Nanbu

2022

The Modern Language Journal

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This study draws on multimodal conversation analysis to emically account for moments in second language (L2) English interaction in which speakers appear to be visualizing text as they talk. One way they do this is by slotting out elements of a turn‐in‐progress in the air, shifting their hand in a slotting gesture from left to right as they say each word to display to their recipient that they are visualizing certain elements of the turn. In other cases, participants use their fingers to ‘write’ elements of the turn‐in‐progress on their palms or in the air. The embodied practices of visualizing a turn component by component as it is formulated therefore make public the temporality of its in situ grammatical production. These multimodally accomplished visualizations also provide the speaker with access to a recalled text that helps them produce the spoken equivalent. The study suggests that English‐as‐a‐foreign language (EFL) learners may therefore support their spoken interaction by visualizing written grammar or lexical items, and that multimodal practices such as the precision‐timed deployment of gaze and gesture make a seemingly intrapsychological process like visualization a social matter. The data are taken from a corpus of 94 video‐recorded paired discussion tests among EFL learners whose first language (L1) was Japanese.

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“…Along with studies on WSs in L1 interaction, WSs have been of interest to L2 researchers. In particular, WSs have been examined among native and non-nativespeaker interactions in L2 classrooms (Brouwer 2003;Koshik & Seo 2012;Duran et al 2022) and outside classrooms, for instance, in workplaces (Svennevig 2018) or other institutional contexts (Kurhila 2006). Recently, the scope of WS studies has expanded to cover L2 interaction in various settings and among different L2s, including L2 English/English as lingua franca conversation (Binti Abdullah 2017; Siegel 2016), L2 French conversation (Skogmyr Marian & Pekarek Doehler 2022), paired L2 Swedish speaking tests (Rydell 2019), and speaking tasks in L2 English classrooms (Tůma & Sherman 2022).…”

mentioning

confidence: 99%

Word searches and fluency during problem-solving tasks: a mixed-methods study of L1 Finnish and L2 English interaction

Peltonen,

Lintunen

2024

AFinLA

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Word searches (WSs) have been widely studied in L1 and L2 interaction but have rarely been combined with fluency research. The present study bridges the gap between these research fields by examining WSs and their connections to fluency in L1 and L2 dialogue data. From a larger project, 50 participants’ dialogues (25 L1 Finnish, 25 L2 English) were analyzed for WSs. The mixed-methods analyses focused on potential differences and connections in WS use across the L1 and L2 dialogues and the connections between WSs and fluency among selected participants. The results demonstrated differences especially in the use of solitary WSs across L1 and L2 and some connections between L1 and L2 WSs among individual participants, despite group-level connections not being statistically significant. The qualitative analyses illustrated the potential fluency-enhancing functions of collaborative WSs. The study has implications for L2 speech fluency research and L2 teaching.

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Word search sequences in teacher-student interaction in an English as medium of instruction context

Abstract: Word search sequences in teacher-student interaction in an English as medium of instruction context

Cited by 20 publications

References 63 publications

Collaborative Action Pursuits within EFL Task- Based Peer Interactions

Collaborative Action Pursuits within EFL Task- Based Peer Interactions

Visualizing Emergent Turn Construction: Seeing Writing While Speaking

Word searches and fluency during problem-solving tasks: a mixed-methods study of L1 Finnish and L2 English interaction

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