Article

The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective

Authors:
To read the full-text of this research, you can request a copy directly from the authors.

Abstract

Paul Seedhouse's The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective is the fourth volume in the Language Learning Monograph Series. The volumes in this series review recent findings and current theoretical positions, present new data and interpretations, and sketch interdisciplinary research programs. Volumes are authoritative statements by scholars who have led in the development of a particular line of interdisciplinary research and are intended to serve as a benchmark for interdisciplinary research in the years to come. The value of Seedhouse's interdisciplinary focus in the present volume is clear. He synthesizes research from second language acquisition (SLA), applied linguistics, and conversation analysis and helps us to see connections among language pedagogy, classroom talk, and the structures of social action. The reader is reminded that there have been other book-length treatments of second language classroom discourse from the perspective of conversation analysis, but these other books have focused on a small number of lessons or on a small number of classes. Another original contribution of the present volume is that Seedhouse recognizes the tremendous diversity of second language classrooms: Learners differ in their first language(s), whether they speak the same first language or multiple languages, their age, their geographical location, the cultural context of instruction, and so forth. And there are just as many relevant teacher variables. Seedhouse recognizes that diversity by incorporating seven distinct databases of classroom conversations in this study. By comparing talk across many classroom contexts he is able to show that irrespective of that diversity, the reflexive relationship between the pedagogical focus of the lesson and the organization of turn-taking, sequence, and repair holds. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the authors.

... A pesar de que los aprendientes poseen esta competencia en su lengua materna y en otros idiomas aprendidos (Kecskes y otros, 2018), la competencia interaccional no se traspasa en una lengua adicional, sino que es recalibrada y se adapta al desarrollo de su aprendizaje (Pekarek Doehler y Pochon-Berger, 2015). Para un mejor entendimiento de esta competencia en lenguas adicionales, es importante conocer cómo son las interacciones que se producen en el aula (Seedhouse, 2004), concretamente entre estudiantes. Por ello, este artículo tiene como objetivo estudiar cómo gestionan la interacción los aprendientes de español con un nivel intermedio-bajo en este tipo de interacciones. ...
... Despite language learners already have this competence in their own languages and others they might have learnt (Kecskes et al., 2018), the interactional competence is not transferred when learning a new language but is recalibrated and adapted in the development of its learning (Pekarek Doehler y Pochon-Berger, 2015). For a better understanding of learning this competence, it is important to know what interactions are like in the classrooms (Seedhouse, 2004), mainly between students. Therefore, this article aims to study how Spanish learners with a low-intermediate level manage interaction during their conversations in Spanish. ...
... Por ello, para que la CI se transfiera, hay que enseñar la importancia de la co-construcción del significado en la interacción y los procesos colaborativos implicados en una conversación (Schegloff, 1996, Young, 2008. Por otra parte, la ausencia de transferencia directa de estos conocimientos también es consecuencia del contexto en el que se producen las interacciones objeto de estudio, ya que no dejan de ser interacciones institucionales (Seedhouse, 2004). Concretamente, en las clases de idiomas, estas interacciones orales están influidas por el constante análisis de la lengua utilizada -tanto por parte del docente, como de los estudiantes-debido a que esta es objeto de estudio y medio de comunicación al mismo tiempo (Seedhouse, 2004). ...
Chapter
Full-text available
The interactional competence (IC) is the ability that allows people to socialize linguistically and to communicatively interact with others (Hall et al., 2011). Despite language learners already have this competence in their own languages and others they might have learnt (Kecskes et al., 2018), the interactional competence is not transferred when learning a new language but is recalibrated and adapted in the development of its learning (Pekarek Doehler y Pochon-Berger, 2015). For a better understanding of learning this competence, it is important to know what interactions are like in the classrooms (Seedhouse, 2004), mainly between students. Therefore, this article aims to study how Spanish learners with a low-intermediate level manage interaction during their conversations in Spanish. Following the methodological parameters of Conversation Analysis (Sacks et al. 1974; Sidnell and Stivers, 2013; Raymon y Olguín, 2022) and considering the specific characteristics of these conversations because of their institutional and pedagogical nature (Seedhouse, 1996; Acosta, 2019), the oral interactions generated during the first two interactional activities of the course have been analyzed. The analysis shows a complex sequencing of turns and a relationship between the activities and the development of interactions. The results of this research allow us to better understand the characteristics of the interactions between learners produced in class. Moreover, they are helpful to propose and reflect on resources needed to improve their interactional competence in Spanish.
... The recognition of the importance of conversation analysis (henceforth CA) in investigating classroom discourse has motivated L2 researchers to investigate learning as contextualized through interaction (Firth & Wagner, 1997;Lee, 2007;Mori, 2002), leading to the adoption of an emic perspective to explore learning, interactional competence and the dynamics of classroom interaction (Hall, 2004;Hellermann, 2008;Markee, 2008;Seedhouse, 2004;Sert, 2017; see also Malabarba & Nguyen in this volume). Diff erent speech-exchange systems have been explored, including teacher-fronted interaction (e.g. ...
... A general characteristic of task instructions is that they are 'activity types that our common sense […] does not immediately or generally associate with social interaction' (Mondada & Pekarek Doehler, 2004: 505). They are assumed as the non-interactional parts of the lesson, described previously in classroom discourse research as procedural contexts (Seedhouse, 2004) and managerial mode (Walsh, 2011). ...
... Thus, student questions and responses can shape instruction-giving sequences, in much the same way as questions and responses during instructions are crucial elements for interactants to their understandings (Schegloff , 1984). By looking at such student actions, teachers can shape the agenda for their 'pedagogical focus' (Seedhouse, 2004) and set the scene for the main activity. ...
... Research on OCF in language learning settings (e.g., Brown, 2009;Ellis et al., 2006;Lyster, 2004;Mackey et al., 2000;Papi et al., 2021;Seedhouse, 1997Seedhouse, , 2004Sheen, 2011;Soruç et al., 2024;Wiboolyasarin et al., 2022;Ye & Hu, 2024;Zare et al., 2022;Zhang & Rahimi, 2014) has shown that learners' preferences for certain types of feedback can vary significantly based on factors such as their proficiency level, the specific language skill being developed, and several individual variables. For instance, beginners might benefit more from explicit corrections due to their limited ability to notice and understand implicit feedback, whereas advanced learners might prefer more subtle feedback types, such as metalinguistic clues that challenge their linguistic competencies (Brown, 2009). ...
... Moreover, Lyster (2004) and Ellis et al. (2006) highlighted the effectiveness of explicit correction in promoting learner uptake, particularly for grammatical accuracy. Conversely, some learners may favor implicit feedback types, such as clarification requests, and perceive them as less intrusive and more supportive of a positive classroom atmosphere (Seedhouse, 1997(Seedhouse, , 2004. Further research by Mackey et al. (2000) suggested that the effectiveness of OCF depends on the extent to which it engages learners in processing corrective information, with interactive feedback types like elicitation and clarification requests potentially leading to higher levels of learner engagement and reflection. ...
... This could have been due to a lack of strong evidence to support the superiority of one type over another. As highlighted in the literature review, researchers (e.g., Brown, 2009;Ellis et al., 2006;Lyster, 2004;Mackey et al., 2000;Papi et al., 2021;Seedhouse, 1997Seedhouse, , 2004Sheen, 2011;Soruç et al., 2024;Wiboolyasarin et al., 2022;Ye & Hu, 2024;Zare et al., 2022;Zhang & Rahimi, 2014) have attributed learners' diverse preferences for OCF to various factors, including their proficiency levels, the particular language skills under development, and a range of individual characteristics. For instance, some learners might prefer direct corrections because they provide specific, clear information, which reduces ambiguity and enhances understanding. ...
Article
Full-text available
This exploratory mixed-methods study examined the relationships between foreign language enjoyment (FLE), risk-taking (RT), and oral corrective feedback (OCF) preferences among learners of English as a foreign language (EFL). Employing a triangulated research design, the study integrated quantitative data from a structured online questionnaire with qualitative insights from semi-structured interviews and reflective journals. The sample consisted of 523 Saudi students enrolled in a one-year preparatory program at a major public university in Saudi Arabia. The findings indicated a significant positive correlation between FLE and RT, which suggested that greater enjoyment in language learning was associated with increased willingness to engage in linguistic RT. The results also showed that the learners had moderate preferences for all types of OCF, with no single predominant method. Additionally, the study revealed that the learners’ preferences for specific types of OCF significantly influenced both their enjoyment and RT behavior. Gender differences were observed not only in FLE and RT but also in the OCF preferences, with the female learners exhibiting a stronger inclination toward interactive and participatory feedback forms. Furthermore, the study underscored the significant impact of FLE on English language proficiency, thereby affirming that greater enjoyment correlated with higher exam scores. The study offers pedagogical recommendations derived from its findings aimed at improving both the experience and outcomes of language learning. Received: 30 May 2024 / Accepted: 31 August 2024 / Published: 05 November 2024
... In classroom interaction where interactants' IC unfolds 'as a condition for and as an object of learning' ( [7], p.119), interactants, for instance, engage in interfacing interactional organization and pedagogical focus [8][9][10]. Such interfacing results in either convergent [8,9] or divergent [10] L2 contexts that associate with and result from planned or accidental actions among interactants. ...
... In classroom interaction where interactants' IC unfolds 'as a condition for and as an object of learning' ( [7], p.119), interactants, for instance, engage in interfacing interactional organization and pedagogical focus [8][9][10]. Such interfacing results in either convergent [8,9] or divergent [10] L2 contexts that associate with and result from planned or accidental actions among interactants. Divergence in the interfacing of pedagogical focus and interactional organization results in deviance that occurs interactants' motivations and orientations do not coincide or confusion that occurs due to failure to understand the L2 context in operation [10]. ...
... Using a CA of naturally occurring classroom interaction, this study explores how interactants establish recipiency in Divergent L2 contexts of classroom interaction. The CA design, an inductive study of talk-in-interaction [9,21] from the interactants emic perspective, has been found appropriate to discern recurring and distinct interactive practices. Through 'unmotivated looking' [22] of naturally occurring interaction, the researchers built a collection of DIUs in which interactional organization and pedagogical focus diverge. ...
Article
Full-text available
Establishing recipiency, an indispensable ingredient and manifestation of sustaining intersubjectivity, constitutes the continuous monitoring of an ongoing turn in an interaction. The present study intended to describe how interactants attending a freshman common course in an Ethiopian university elicit and display recipiency in instances of Divergent L2 contexts exhibiting DIUs. Naturally occurring video-recorded classroom interactions of the purposively selected interactants have been analyzed in light of the Conversation Analytic framework to show how interactants elicit and display recipiency. By deploying reactive tokens, incipient speakers negotiate their rights to shape and reshape trajectories of an ongoing thereby displaying recipiency. This contributes to a better understanding of how interactures, in this case the establishment of intersubjectivity and L2 contexts, interplay and unfold in moments of DIUs. Also, viewing interactants as incipient speakers, and thereby articulating turns in view of recipients is a condition for sustaining intersubjectivity through active engagement. This requires upholding unwavering belief about recipients’ stake in an interactional exchange. Practically, being attentive to recipients' states in the different trajectories of interactional development, especially, in moments of divergent L2 contexts that exhibit DIUs, would be illuminating. This is because the use of resources to elicit and display recipiency and thereby consider incipient speakers' levels of recipiency, on the part of floor-holding speaker, would enhance possibilities for intersubjectivity.
... Secondo Gilabert (2007), ad esempio, in una lezione svolta con approccio task-based si possono rinvenire correzioni orientate alla forma e all'accuratezza, perlomeno quando in classe vengono adottate delle strategie pedagogiche che richiamano l'attenzione degli studenti sulla forma. Secondo Seedhouse (2004), invece, nel corso di un'interazione di tipo task-based le riparazioni non prendono di mira né il significato né la forma degli enunciati, e non sono dello stesso tipo di quelle di una conversazione spontanea. ...
... Secondo Seedhouse (2004), ad esempio, le forme di riparazione cambiano a seconda del focus pedagogico dell'interazione, che può essere orientato alla forma e alla precisione (Form-and-Accuracy), al significato e alla fluidità (Meaning-and-Fluency) o indirizzato a un compito (Task-Oriented). Nel primo tipo di interazioni è quasi sempre l'insegnante a dare inizio alle riparazioni, che verteranno sulla forma, mentre nel secondo tipo le riparazioni sono tutte orientate al significato, e possono essere tanto eteroiniziate (dal docente) quanto autoiniziate (dall'alunno). ...
... Attraverso l'analisi dei nostri dati abbiamo potuto mettere in luce che, da una parte, gli studenti dimostrano di interpretare il compito come un esercizio incentrato sul significato, 7 così come proposto dalla docente al momento di presentare l'attività. Proprio perché gli studenti mirano a trasmettere dei significati, questi sono oggetto di numerose riparazioni, contrariamente a quanto pronosticato da Seedhouse (2004). In questo senso il compito cui si sottopongono i discenti sembra essere davvero, come affermato da Waer (2009) e dai difensori dell'approccio task-based, interazionalmente autentico, ossia richiedere per il suo svolgimento il ricorso a strategie comunicative utilizzate fuori dall'aula. ...
Article
Full-text available
This article analyses the repair and/or correction forms that take place in the course of an oral interaction between some beginner learners of Italian as a foreign language (Italiano LS). This interaction was recorded during a task-based / action-oriented course. The task-based approach provides that students in the classroom use the target language to complete meaningful – from the point of view of message transmission – activities, similar to those that might take place out of the classroom. The repair and correction mechanisms are analysed as possible indicators of the alleged resemblance between the interactions taking place in the classroom and the spontaneous and naturally significant interactions that may occur in a non-institutional context. Forms of repair also seem to shed light on the acquisition potential of a task-based activity developed without the participation of the teacher.
... When given the chance to think and speak in their target language while receiving assistance from their environment, language learners become more proficient language users. We can develop effective language learners by creating circumstances that are relevant and fluid (Seedhouse, 2004). In the framework of meaning and fluency, meaning production and meaning negotiation take precedence over formal and structural characteristics of the language. ...
... From the time (Seedhouse, 2004), study on how foreign teachers' use of language in classrooms hinders or facilitates learners' participation, an increasing number of studies have revealed a sophisticated relationship between learner language use and language Oral Language Use and Language Learning Opportunities in EFL Classroom: Shambu Secondary Schools Grade 10 in Focus, Dereje Gabisa, Hailu Gutema https://jurnal.uisu.ac.id/index.php/languageliteracy 365 Nationally Accredited SINTA 3, and indexed in DOAJ and Copernicus learning opportunities (e.g. ...
... The grammar lesson's introductory scene is presented by the language instructor utilizing the whiteboard in the classroom, and offers opportunities for participation by the students (see Ext-1). In order to create a context for meaning and fluency, the teacher urges the pupils to reply by asking them to elaborate on the meaning of the grammar topic (Seedhouse, P. 2004). The examination of the following excerpts will show the language resources the instructor uses to create an environment conducive to language usage, including participation invites, prolonged wait times, rewording of student statements, and question elaboration. ...
Article
In this study, oral language use was examined in the context of interpersonal communication in order to identify the potential for EFL acquisition. The researchers have chosen a qualitative research approach to help them accomplish the aforementioned goal. In Shambu Town, Oromia, Ethiopia, secondary schools were systematically observed and 45-minute chunks from four EFL teaching courses were videotaped for the study. It is discovered that the teacher fosters language acquisition by overseeing student efforts and emergent knowledge gap fillers by using meticulous transcriptions of such activities and the micro analytic lens of conversation analysis. The efficient use of resources, including corrections, prompt repairs, and thorough explanation, serves as a proof of this. The study offered suggestions for how to enhance L2 acquisition by mixing up language usages in the classroom. The findings have significance for research on interactions in EFL classes, directed language learning, and studies on oral language use in language learning.
... Scholars such as Seedhouse (2004), set forth the notion that there is an intricate connection between pedagogy and interaction. As such, the second language classroom has its own intricate features of interaction which transform the classroom sequence into an interaction "task-in process". ...
... Applied Conversation Analysis (CA) has become a powerful methodology for studying social interaction and its sequential organization in the second language classroom (Seedhouse, 2004). In this study, the social interaction between the teachers and students in the EFL classroom was investigated. ...
... It is notable that both excerpts are similar in the sense that they are considered L2 classroom institutional interaction. As mentioned by Seedhouse (2004), "they hold similar characteristics in the organization of teacher use of interactional resources in the EFL classroom such as speech modification, repair and the use of transitional markers" (p. 12). ...
Article
Full-text available
Second language classroom interaction has unique characteristics. The purpose of this paper is to describe the linguistic resources that teachers draw on to encourage social interaction in the EFL classroom. This examination includes a detailed analysis of the practical activities teachers engage in, focusing on their use of linguistic repertoires (Unamuno, 2008). The results of classroom observations and field notes show several dominant linguistic practices such as the use of transitional markers, speech modification, turn-taking, and code-switching, though code-switching (CS) are the dominant interactional patterns. In addition, using an applied Conversation Analysis (CA) approach (Walsh, 2013), transcriptions were combined to allow a holistic insight into what takes place regarding teachers' classroom practices. The discussion includes how a better understanding of the EFL classroom and how teachers use these resources to engage in communication should be brought to the floor in the evolving field of EFL research and interaction studies.
... Temelinde bir etnometodoloji yaklaşımına sahip olan Konuşma Çözümlemesi Yöntemi, ilk olarak Amerikalı toplumbilimciler Harvey Sacks ve Emmanuel Schegloff tarafından 1960 yılında kullanılmaya başlanmıştır (Seedhouse, 2004). Bireylerin karşılıklı konuşmalar yoluyla ve belirli bir düzen içerisinde oluşturdukları sosyal eylemleri ele alan bu yöntem ile yapılan ilk çalışmalarda telefonla konuşma kayıtları veri olarak kullanılmış, ilerleyen yıllarda çok-kipli verilerin bu yöntem için daha uygun olduğu görüşüyle video kayıtlara yönelim artmıştır (Seedhouse, 2004;Sidnell, 2010). ...
... Temelinde bir etnometodoloji yaklaşımına sahip olan Konuşma Çözümlemesi Yöntemi, ilk olarak Amerikalı toplumbilimciler Harvey Sacks ve Emmanuel Schegloff tarafından 1960 yılında kullanılmaya başlanmıştır (Seedhouse, 2004). Bireylerin karşılıklı konuşmalar yoluyla ve belirli bir düzen içerisinde oluşturdukları sosyal eylemleri ele alan bu yöntem ile yapılan ilk çalışmalarda telefonla konuşma kayıtları veri olarak kullanılmış, ilerleyen yıllarda çok-kipli verilerin bu yöntem için daha uygun olduğu görüşüyle video kayıtlara yönelim artmıştır (Seedhouse, 2004;Sidnell, 2010). Konuşma çözümlemesi yöntemi ile konuşmanın yalnızca dil ile ilgili kısmı değil hem sözel hem de prozodik (bürünsel) kaynaklar yoluyla bütünleşen etkileşimin incelenmesi hedeflenmektedir (Brandt ve Mortensen, 2016). ...
... İkinci hedef ise, etkileşimde öznelerarasılığı yani bireylerin bir gerçekliği veya eylemi karşılıklı ele alma biçimini izlemektir. Etkileşimi tüm detaylarıyla gerekçesiz ve içeriden bir bakış açısı ile inceleyen konuşma çözümlemesinin dört temel ilkesi vardır (Seedhouse, 2004): ...
Article
Full-text available
Bu araştırmanın temel amacı konuşma çözümlemesi yöntemi kullanılarak Türkiye’de dil eğitimi alanında hazırlanmış olan lisansüstü tezlerin genel eğilimini ortaya çıkarmaktır. Araştırmanın veri setini Türkiye’de 2004-2023 yılları arasında yayımlanmış olan 58 tez oluşturmaktadır. Araştırmada nitel araştırma yöntemlerinden doküman analizi kullanılmıştır. Elde edilen verilerin incelendiği 10 kategori bulunmaktadır. Bunları; tezlerin yazım dilleri, yıllara göre dağılım, tezlerin hazırlandığı anabilim veya bilim dalları, tezlerin hazırlandığı üniversiteler, tez verilerini oluşturan katılımcı profilleri, tezlerin veri toplama yöntemleri, tez verilerinin özellikleri, tezlere danışmanlık yapan akademisyenler ve tezlerin incelemeye aldıkları konular oluşturmaktadır. Araştırmanın sonunda, konuşma çözümlemesi yöntemi ile dil eğitiminde hazırlanan tezlerin sayıca son yıllarda arttığı, katılımcı profilini ağırlıklı olarak üniversite öğrencilerinin oluşturduğu, tez verilerinin ağırlıklı olarak video kayıtlarından oluştuğu ve son 5 yılda video temelli etkileşim üzerine yapılan tez sayısının önceki yıllara kıyasla arttığı bulgularına ulaşılmıştır. Bu çalışmanın bir diğer önemli bulgusu ise, incelenen tezlerin özellikle İngiliz dili eğitimi alanında ve İngilizce hazırlanmış olmasıdır. Fakat anadili ve/veya yabancı dil olarak Türkçe öğretimi alanında konuşma çözümlemesi yönteminin kullanımının İngilizceye kıyasla daha az olduğu ancak son yıllarda bu alanlarda da ilgili konuda çalışmaların artış eğiliminde olduğu tespit edilmiştir.
... Repetitions are a common linguistic design third turns take. These deceptively simple turns can provide either positive or negative evaluation and are intricate in their prosodic design (Hellermann, 2003;Margutti & Drew, 2014;Park, 2014;Roh & Lee, 2018;Seedhouse, 2004;Waring, 2008). ...
... How one distinguishes a TTR that does positive evaluation from one which does negative evaluation depends on design and sequence. Repetitions with rising-falling or continuation rise intonation do positive evaluation while those with rising or level intonation do negative evaluation (Hellermann, 2003;Margutti & Drew, 2014;Seedhouse, 2004). Repetitions may occur in multi-unit turns between explicit positive assessments, and such tokens may be prosodically marked (Waring, 2008). ...
... Prior work makes it readily apparent that the interactional and pedagogical work accomplished in third turns of instructional sequences is sophisticated and nuanced. TTRs specifically have been shown to provide positive or negative evaluation (Hellermann, 2003;Margutti & Drew, 2014;Seedhouse, 2004;Waring, 2008), to be affiliative when delivering positive evaluation (Margutti & Drew, 2014), and to project next actions (Lee, 2007;Park, 2014;Roh & Lee, 2018). Attention to multimodality in third turns, and more specifically TTRs, is a substantial remaining gap in L2 classroom CA. ...
Article
Full-text available
This conversation analysis (CA) study extends our understanding of the complexity of three turn instructional sequences by investigating the multimodal turn design of a teacher's third turn repetitions (TTRs) and the actions accomplished in the third turn position as well as subsequent post-expansions. The videorecorded data are from an undergraduate Korean as a foreign language classroom at a large US university. The analysis reveals how a teacher coordinates resources such as language, prosody, gaze, gesture, body movements, and objects during and immediately following TTRs to mitigate negative evaluation, direct student attention to trouble sources, and intimate answers. The findings show that actions accomplished by talk, i.e. negative evaluation, and actions accomplished by multimodal resources like gaze, i.e. directing attention, may be undertaken simultaneously. The article contributes to understandings of teaching as complex and contingent interactional work by unpacking in fine-grained detail the moment-by-moment multimodal unfolding of pedagogical practice. We conclude by discussing implications for teacher preparation, namely the central role microanalysis of videorecorded classroom interaction should play.
... Empirical investigations into negative evaluation, and in particular overt negative evaluation, have been carried out in different contexts including language classrooms (e.g. Seedhouse 1997Seedhouse , 2004, mathematics classrooms (Ingram, Baldry, and Pitt 2013) and reading tutoring (Netz 2020) sessions. Direct, overt negative evaluation of student mistakes (e.g. ...
... In other words, there are consequences of direct evaluations as face-threating acts, but these can be overcome by instructors. This reminds us of the paradox Seedhouse (1997Seedhouse ( , 2004 discussed: while teachers might be avoiding overt and direct evaluations due to potentially negative psychological outcomes, the pedagogical message given to students is contradictory since avoidance itself may mark students' errors as problematic, a position also advocated by Ingram et al. (2013). Both Ingram et al. (2013) and Seedhouse (2004), however, state that they do not have the intention to claim that teachers should use more overt negative evaluations, but that they need to be made aware of this phenomenon. ...
... This reminds us of the paradox Seedhouse (1997Seedhouse ( , 2004 discussed: while teachers might be avoiding overt and direct evaluations due to potentially negative psychological outcomes, the pedagogical message given to students is contradictory since avoidance itself may mark students' errors as problematic, a position also advocated by Ingram et al. (2013). Both Ingram et al. (2013) and Seedhouse (2004), however, state that they do not have the intention to claim that teachers should use more overt negative evaluations, but that they need to be made aware of this phenomenon. ...
Article
Full-text available
This article presents a case study of a student-teacher’s change in classroom interactional practices as she engages in video-enhanced reflections and collaborative feedback encounters during her practicum in Sweden. We specifically focus on an interactional practice that can be observed in many classrooms: teachers’ use of (overt) negative evaluation (i.e. ‘No!’) that immediately follows learners’ incorrect answers. Using discursive timeline analysis (DTA), which is a combination of Conversation Analysis and Interactional Ethnography, we track the use of the focal interactional phenomenon across (1) video-recorded classroom interactions, (2) audio-recorded triadic post observation conferences, (3) student-teacher portfolios, and (4) interviews. We demonstrate that after getting video-based feedback with a video-tagging tool (i.e. VEO) and reflecting on her overuse of (overt) negative evaluation, the focal student-teacher avoids this interactional practice in her future teaching. As the analysis illustrates, this change of practice is possible thanks to data-led reflections and the evidence-based feedback that the student-teacher received. Our analysis therefore shows that reflection and feedback with a mobile video-tagging tool can facilitate increased awareness of classroom interactional practices. We argue that digitally enhanced, video-based reflections can promote teacher-learning in teacher education programmes and that using discursive timeline analysis can provide rich insights into these processes.
... The teacher provided the students with questions for the conversations, but they were also free to elaborate on each topic. The pedagogical purpose was to enable students and L1Ps to express personal meaning and establish mutual understanding (Seedhouse, 2004). The L1Ps regularly participated in the classes, usually joining a group of students for one conversation activity and changing groups during the lesson. ...
... The researcher sat close to the table and took observation notes on the conversations, including bodily expressions. To gain a participant's perspective (Seedhouse, 2004), the researcher agreed to participate in the lessons as a Spanish learner between the conversations which involved other activities. ...
... The researcher met with her to assess and discuss the findings in light of mediation. Conversation analysis was used to identify interactional patterns and practices (Seedhouse, 2004). The aim here was to gain a richer understanding of how students and L1Ps co-construct meaning through talk-in-interaction (Sert, 2017). ...
... The use of "language alternation" as a term to capture the various ways in which interactants use multiple codes or mediums on both a local (sequential) and a more global level of activity (see, e.g., Gafaranga 2018). For the classroom interaction investigated in this study, we find ample evidence for German being the "base code" (Gafaranga 2018), i.e., it is oriented to as an overall institutional goal (Seedhouse 2004), but whether it is used or not is negotiated locally in the moment-by-moment unfolding of the interaction. (2018b: 211). 2 As we explicitly address a phenomenon of linguistic concern (i.e., language alternation), and show "how the structures of language are mobilized for the conduct of social action" (Couper-Kuhlen and Selting 2018: 15), without disregarding resources such as gaze, facial expression, gesture, or body orientation, we consider our work an interactional linguistic 2 The first category comprises pure CA analyses aiming at a deeper understanding of L2 teaching and learning in interaction. ...
... In the examples discussed so far, the participants' "overall orientation to an institutional goal" (Seedhouse 2004) can be observed, i.e., an orientation to actions allowing for learning. In our corpus, however, we also find instances of language alternation in sequences that constitute actions showing little or no engagement in learning. ...
... By no means does she seem to be losing control over these situations. She rather appears to be in a position to make situated use of specific strategies allowing her to uphold the orientation to the overall pedagogic focus (Seedhouse 2004). These observations should encourage teachers to allow L1 use in classroom activities. ...
Chapter
Full-text available
The aim of this paper is twofold: First, we show that language alternation is an important resource for the accomplishment of actions allowing for participation in classroom activities, and that it can only be understood through careful sequential and multimodal analysis – as proven in IL studies. IL research is thus expanded to the multilingual classroom. The study is based on video-recordings of a classroom setting in which the students make use of Arabic – not the language of instruction, which is German. In addition to the communicative functions of actions realized through language alternation, our study shows the teacher’s strategies of how to deal with the students’ use of Arabic. These observations on “orderly” going-ons are intended to encourage teachers to allow for multiple language use in the classroom.
... Therefore, employing this methodological combination enables a deeper understanding of how and why translanguaging practices are constructed by participants in particular moments of classroom interactions, which cannot be achieved through a mere description of the interactional sequence. While there are debates surrounding the incorporation of ethnographic information into MCA analyses (e.g., Antaki 2012;Hauser 2011;Markee 2008), Seedhouse (2004) contended that it is still feasible to combine MCA with an ethnographic approach when studying classroom interactions. Ford (2012: 511) further noted that for research projects not solely focused on CA, but using CA as one of the methods, participants' self-reports serve as valuable resources for understanding their concerns, ideologies, and potential connections between retrospective recollections and real-time interactions. ...
... Seedhouse proposed that an initial MCA analysis examining how participants perform actions in interactions can be followed by an ethnographic analysis exploring why they engage in such actions. Consequently, Seedhouse (2004) asserted that while combining MCA and ethnographic information allows researchers to connect macro-level contextual and social structures with micro-level linguistic practices, any analytical claims regarding the interactions must be grounded in the participants' orientations, as evidenced by the details of their conversation. In other words, external/contextual factors like culture are relevant to MCA analysis only if they are shown to be present in the details of the interaction. ...
Article
Full-text available
Recent research has examined how teachers utilize translanguaging to tap into students’ out-of-school knowledge and students’ prior learnt content knowledge to scaffold students’ learning of new content knowledge. This study addresses a research gap by examining how teachers can maximize the utilization of mutually shared knowledge, which is not accessible to individuals outside the classroom community, through translanguaging to consolidate students’ content learning. The data is derived from a larger project conducted in Hong Kong secondary English-Medium-Instruction mathematics classrooms. Multimodal Conversation Analysis (MCA) is employed to analyse classroom interactions, triangulated by video-stimulated-recall interviews analysed with Interpretative Phenomenological Analysis (IPA). We argue that establishing a translanguaging space allows teachers to capitalize on the shared sociocultural knowledge intrinsic to classroom communities, which shapes content instruction and forges meaningful relationships with students. We also highlight the significance of combining MCA with IPA to gain a deeper understanding of specific translanguaging moments and the reasoning behind incorporating mutually shared sociocultural knowledge into classroom interactions, which cannot be attained solely through the description of interactional sequences.
... Self-evaluation was asserted as a suggestion to support teacher development (Walsh, 2003) and raise teacher awareness with a set of skills named Classroom Interactional Competence (CIC). Being dynamic, interactive, and reflective (Seedhouse, 2004), CIC is defined as teachers' and learners' ability to use interaction (e.g. turn-taking, speech-acts) as a tool to maximize the space to increase participation (Walsh, 2006). ...
... CA suggests that interactional competence is context-specific, meaning that competence can only be specific to one context; as such classroom interaction can not be transferred to any other context. In that sense, classroom contexts were categorized into four different contexts accuracy context, meaning-and-fluency context, task-oriented, and process context (Seedhouse, 2004). As a useful application of CA in language classrooms (Sert & Seedhouse, 2011), Walsh (20032006) suggested classroom modes in his SETT model to explain the true nature of interaction in the classroom and self-reflection for teachers. ...
Article
Full-text available
This case study aimed at raising teacher awareness of classroom interactional competence regarding pedagogical goals and interactional features in Walsh’s (2003) Self Evaluation Teacher Talk (SETT) framework. To this end, the data were obtained from an in-service EFL teacher’s video-recorded teaching in two main phases: 1) the teacher’s four hours of classes were analyzed to characterize the modes by the researchers, after which the teacher was informed about the modes and SETT framework in an interview, and 2) the teacher was self-reflected on his another four hours of teaching by characterizing the modes. The findings analyzed through content analysis revealed that the meetings were insightful in fostering teachers’ awareness of classroom interaction skills since the teacher performed a high level of accuracy in characterizing classroom modes and the deployment of related terminology. In addition, self-talk had a positive contribution to the reflection process, enabling a dialogue on troubles in classroom interaction and the teacher’s resistance with justification in dialogues signposted a need to highlight the value of dialogue besides teacher awareness.
... According to Walsh (2013), teachers face choices when they find learners' errors. That is, 1) to completely ignore errors, 2) to point out that errors have occurred and correct them, which is similar to OIOR by Schegloff et al. (1977), 3) to point out that errors have occurred and let the learners correct them by themselves, which is similar to "other-initiated self-repair" by Schegloff et al. (1977), and 4) to point out that errors have occurred and let the other peers correct them, which is similar to OIOR by Schegloff et al. (1977) 3 , "delegated repair" by Kasper (1985), and "teacher-initiated peer-repair" by Seedhouse (2004). Walsh (2013) further indicates that teachers should choose how to deal with learners' errors according to their lesson goals. ...
... Thus, this study especially focuses on how face-saving is accomplished among the CTs, the NETs, and the students in the use of repair and silence. The transcribed data were analyzed partially on the basis of existing research on classroom discourse (e.g., Cazden, 2001;Hall & Verplaetse, 2000;Rymes, 2009;Sinclair & Coulthard, 1975;Walsh, 2013), conversation (e.g., Schegloff et al., 1977), and classroom-based conversation (e.g., Seedhouse, 2004) analytic approaches. ...
Article
Full-text available
This study examines how face is protected for smoothly conducting English classes and building good relationships among class teachers (CTs), native English teachers (NETs), and students in EFL classes in an elementary school in Japan. In this study, interactions among the CTs, the NETs, and the students in English lessons were recorded for about 50 hours in total, and the transcribed data were analyzed partially on the basis of existing research on classroom discourse, conversation, and classroom-based conversation analytic approaches. The results show that the CTs, the NETs, and the students manage an irregular usage of Japanese by the NETs and of English by the CTs and the students in EFL classrooms by protecting interlocutors’ face in various ways, such as indirect repair and silence.
... The ultimate goal of learning a language is to use it in communication, and interaction is the key to reaching that goal (e.g;VanLier, 1996;Seedhouse, 2005;Sert, 2015;Walsh, 2006Walsh, , 2011. In the EFL classroom, interaction has received much attention in recent years, considered as a social process in which learning occurs (Ellis, 2000;Seedhouse, 2004;Walsh, 2006Walsh, , 2011. According to Ellis (2000, p. 209) "learning arises not through interaction, but in interaction". ...
... For many researchers (Ellis, 1998;Seedhouse, 2004;Sert, 2015;VanLier, 1996;Walsh, 2006Walsh, , 2011Walsh, , 2012, in the field of education, the first concept to understand is CI. Ellis (1998) explains that CI in this field is a set of communicative events, which are co-constructed by teachers and learners to form a context with the objective of promoting opportunities for learning. ...
Article
Full-text available
Creating learning opportunities depends to a greater extent on classroom interaction, in which learning is maximised when teachers demonstrate classroom interactional competence (CIC). This article investigates how EFL Algerian teachers manifest CIC in the co-construction of talk-in- interaction. It addresses three core objectives: firstly, it examines teachers' use of mode-convergent language. Secondly, it analyses the interactional resources deployed by teachers to manage creating interactional space. Finally, it identifies the ways teachers shape their learners’ contributions. A qualitative research was adopted, and the data were collected through the use of video-recording and field notes at a private language institute in Sétif, Algeria. The findings revealed that teachers manifested CIC in different classroom micro-contexts but failed, in many occasions, to use mode-convergent language and to provide interactional space in the “Classroom Context” mode. To shape learners’ contributions, the findings uncovered the use of a range of interactional resources. However, differing from previous studies, the findings unveiled the use of humour as a resource that stimulated students’ further engagement in the discourse. Implications to teacher education are discussed as well.
... Isso quer dizer que o professor tem o poder de gerenciar a aula e tradicionalmente seria o professor que inicia (e avalia) o reparo das ações dos alunos. Por essa razão, Seedhouse (2004) defende que o sistema de reparo em sala de aula limita-se a tratar erros de língua, especialmente relacionados à forma. Por isso, olhar de maneira detalhada para as práticas de reparo em um contexto de ensino mais centrado na prática interacional e menos orientado por aspectos formais da língua traz contribuições importantes para se discutir que objetivos desejamos alcançar ao se ensinar uma língua adicional. ...
... O terceiro questionamento refere-se à peculiaridade da organização de reparo na sala de aula observada em relação àquela observada por outros autores em salas de aula de cunho tradicional. Com base nas descrições de McHoul (1978McHoul ( , 1990, de Markee (2000) e de Seedhouse (2004), observamos uma organização do reparo distinta daquela realizada em ambientes pedagógicos em que o professor é o detentor do conhecimento. Durante o trabalho colaborativo de ambos a professora e os alunos dos dados coletados, é notável que, os alunos não ficam à espera do reparo iniciado pela professora. ...
Article
Full-text available
Neste estudo, explorarmos como os participantes de um curso de contação de histórias em Português Língua Adicional (PLA) utilizam práticas de reparo (i.e. apontam e resolvem eventuais problemas na produção e no entendimento das locuções para garantir a intersubjetividade) em sala de aula. Buscamos refletir sobre três questões: 1) como os participantes utilizam o reparo visual (i.e. o uso sequencial e coordenado de gestos e outras ações corporificadas para solucionar dificuldades na interação) como recurso para a manutenção da intersubjetividade nas aulas observadas?; 2) qual é a relação entre as condutas verbais e não-verbais na organização do reparo durante as atividades do curso em questão?; 3) com base nos dados deste estudo e de outros já publicados na área, qual é a peculiaridade da organização de reparo na sala de aula observada em relação à organização do reparo produzida em salas de aula configuradas de maneira tradicional (com alunos sentados um atrás do outro em fileiras)? Os resultados apontam para o uso do reparo visual como um método prático (i.e. método comum e rotineiro) utilizado por professora e alunas nas atividades pedagógicas observadas.
... Sinclair and Coulthard (1975) described a prototypical sequence of exchange, known as IRF (Initiation-Response-Feedback). Studies on classroom interaction have focused on ways of taking the floor, the distribution of speaking turns, forms of participation or the orientation of sequences (Erickson, 1982;Seedhouse, 2004;Walsh, 2011;Batlle, 2015, among others). Allwright (1980) studied classroom interactions in relation to turns, topics and tasks that followed one another. ...
... Allwright (1980) studied classroom interactions in relation to turns, topics and tasks that followed one another. More recently, Seedhouse (2004) considered that all classroom interaction has three proper-ties: language is a vehicle and object of instruction, learners' productions are subject to assessment and, finally, there is a reflexive relationship between pedagogy and interaction. This last relationship has been extensively studied from the assumptions of sociocultural theory which conceives learning as a social activity and advocates a dialogical pedagogy (Esteve, 2009(Esteve, , 2010Van Lier, 2004). ...
Article
Full-text available
This article is based on the assumptions of interactional linguistics and combines elements of conversational analysis and applied discourse analysis in order to characterize communicative exchanges, as well as the strategies employed in negotiating meanings and constructing the interactional sense of B1 level students, according to the Common European Framework of Reference for Languages (CEFR), for Spanish as a foreign language. The data used for the elaboration of this work were collected during the development of an ethnographic fieldwork (participant observation, self-observation, field diary elaboration, class monitoring, review of department programming and curriculum, analysis of class materials and others at the same level), carried out in a public education center in the city of Granada between January and June 2022. In total, thirty-seven hours of class in audio format were recorded and transcribed. The analysis of the data obtained is based on the concepts of interactional linguistics studies (Mondada, 2001; More and Nussbaum, 2013), discourse analysis (Gumperz, 1982; Calsamiglia and Tusón, 1999; Van Dijk, 2000; López, 2015), and conversation analysis (Sacks, Schegloff, and Jefferson, 1974, 1977; Sacks, 1992; Tusón, 1997, 2002). The results extracted from this work help us to better understand the teaching-learning process in informal interactions in the Spanish classroom, as well as to guide our teaching activity to establish objectives, program activities, evaluate results, and develop in a more detailed way the oral communicative competence of our students.
... Within such an IRE frame, teachers employ a variety of linguistic and bodily-visual resources to elicit student responses, such as using question-word interrogatives (e.g. Mchoul 1978;Mehan 1979a;Seedhouse 2004) and nominating the next speaker (Käänta 2010;Mortensen 2008). The design of a teacher's question shapes the form and content of the student response. ...
... In L2 classroom interaction, teachers encourage students to come up with their own utterances with certain creativity and agency in particular pedagogical tasks (Mehan 1979b). The two types of DIUs and the activities where they are used as documented in this study show how overall pedagogical goals are achieved via teachers' utterances and how these utterances are shaped by the goals (Seedhouse 2004;Walsh 2003). ...
... Learner variables include individual characteristics such as L1 background, perspectives on WCF, and learning style. Seedhouse (2004) distinguishes "form-and-accuracy contexts" from "meaning-and-fluency contexts" (p. 142). ...
Article
Full-text available
This study investigated students’ beliefs and preferences regarding written corrective feedback (WCF) in an EFL environment. More specifically, it examined Saudi students’ perceptions of the utility and effect of WCF in enhancing their language skills at KAU. The study used a mixed-method research paradigm: a qualitative part, where data were collected from semi-structured interviews, and a quantitative part, which involved a closed-ended questionnaire to investigate participants’ beliefs regarding WCF and how it is used in EFL writing classes. The results can assist language teachers and curriculum designers in adapting feedback systems suitable to students’ expectations and learning styles. Finally, the study aims to bridge the gap between the current instructional approaches and student preferences.
... Los comportamientos adoptados generan pautas de actuación por medio de las cuales se construye el discurso del aula (PLANAS & CIVIL, en prensa). Seedhouse (2004) interpreta el discurso como un escenario donde las posiciones y relaciones entre personas cambian por la influencia de unas sobre las otras. Este autor distingue entre discursos producidos por personas -el discurso de un profesor, el de un alumno, el de un alumno no inmigrante, etc.-y por entornos de prácticas -el discurso de una comunidad de vecinos, el de un aula, el de un aula bilingüe, etc.-. ...
Article
Neste artigo, assumimos uma perspectiva sócio-cultural crítica para indagar relações que alunos não imigrantes estabelecem entre suas oportunidades de aprendizado matemático na presença de alunos imigrantes. Concretizamos esta questão em uma turma de ensino médio em Barcelona, Espanha. Os dados obtidos inicialmente sinalizam que, para os alunos locais o aprendizado matemático em uma turma multicultural requer um esforço maior.
... These stages are common in many classes and therefore there would be no need to change the lesson objectives or syllabus, or reduce the amount of time spent on other learning objectives. Not strictly requiring spoken communication in themselves, the stages also offered the greatest exploitable opportunity for extra interaction, allowing the instructor to make full use of the social situation and the institutional talk that entailed, maximising the 'possibilities inherent in our variety of institutional discourse(Seedhouse, 1995, p.23).It was decided, therefore, to adapt each of the following lesson stages, which recur regularly in language classrooms and form a part of its 'institutional architecture'(Seedhouse, 2004) to maximise the need for spoken interaction. ...
... CA has evolved from ethnomethodology (Kasper & Wagner, 2011). While ethnomethodology studies principles based on the social actions of people, CA focuses on the principles that individuals use in interacting with other individuals through language (Seedhouse, 2004), and repeated conversations in some contexts and settings (Sidnell, 2009). In line with the micro-analytic perspective, we investigated interlocutors' interaction line by line and studied the interactional patterns which emerged from the conversations. ...
Article
Full-text available
This research delves into the intricate dynamics of classroom interactions, focusing on how students perceived as potentially high- and low-achieving demonstrate their epistemic status within these interactions and how teachers respond to and manage these displays. By employing a micro-analytical perspective, this study meticulously examines the interactional strategies and features utilized by both students and teachers throughout the research process. The data were collected from Turkish science and mathematics classrooms as part of a comprehensive, long-term professional development course aimed at enhancing teaching practices. The findings reveal that students employ specific interactional tools, referred to as epistemic stances, which vary according to their perceived epistemic status. These stances serve as indicators of their knowledge, understanding, and engagement within the learning environment. Furthermore, the study highlights how the intentional design of classroom interactions, grounded in the concept of epistemic access, equips science and mathematics teachers with the means to effectively manage the diverse achievement levels in their classrooms. This design not only fosters inclusive participation but also ensures that both high- and low-achieving students are actively engaged in the learning process. The implications of this study extend beyond the immediate findings. It underscores the need for further research into the ways epistemics are displayed and managed in classroom settings. Additionally, the insights gained from this research have the potential to significantly contribute to the fields of science and mathematics education. They offer valuable guidance for teachers, teacher trainers, and educational policymakers in designing professional development courses aimed at enhancing the quality of classroom discourse.
... Turn-taking organization observed in multiparty classroom interactions has often been studied based on participants' verbal conduct and has been described as unequally distributed among participants (Gardner, 2013;Markee, 2000Markee, , 2015Seedhouse, 2004). In teacher-fronted classrooms, the teacher is in essence the only one who is entitled to allocate turns and select the next speaker, which is often a student, and the nominated speaker can only select the teacher after they complete their turn (Mehan, 1979;McHoul, 1978). ...
Article
Despite the growing interest in examining the roles of multimodal practices in L2 interaction and language learning (Hall & Looney, 2019; Jacknick, 2021; Lilja, 2022), few studies have been conducted on tracking down teacher’s use of recurrent embodied practices utilized in an educational setting over lessons and how students orient to it. This study examines a teacher’s systematic use of a specific gesture and embodiment through closely observing classroom interactions between an experienced EFL teacher and young learners in Japan. The analysis focuses on a recurrent hand gesture, which will be termed as a microphone gesture, that is utilized mainly as an interactional resource to allocate turns and moderate speaker shifts. The aim of the study is twofold: a) to describe the orderliness of the embodied practice employed by the teacher in terms of managing turn-taking and b) to show how the gesture is used to achieve pedagogical goals. 教室会話におけるマルチモーダルな実践の記述への関心が高まっているにも関わらず (Hall & Looney, 2019, Jacknick, 2021, Lilja, 2022)、教育現場で教師が授業中に使用するジェスチャーを追跡し、学習者がそれに対してどのように志向しているかについての研究はこれまであまり行われていない。そこで、本稿では教師と生徒間のやりとりを詳細に分析することで、教師がマルチモーダル実践を体系的に使用していることを検証する。特に、本教室で繰り返し使われるハンドジェスチャー:マイクロフォン・ジェスチャーに焦点を当て、話者の順番交替を調整するための相互作用的資源として、どのように利用されているかを分析する。特に、a) 相互行為における順番交替の観点から、教師が採用する身体的実践の秩序性を記述すること、b) 同時にジェスチャーがどのような教育目的を達成しているのかを明らかにすることを目的とする。
... This is a pattern transferred from teaching settings in general, mirroring the asymmetrical relations usually found in such setups (e.g. Seedhouse 2004). As such, this setting of the parameter "lecturer is in charge of turn-taking" can be classified as -global (referring to the format as a whole) -semi-implicit (as a presupposition, but also using the verb steuern), and -established (transferred from previous contexts) ...
Chapter
The book explores the multifaceted nature of media and communication by challenging traditional views that consider media solely as technical infrastructures for transmitting information. Instead, it focuses on mediality as an empirically relevant concept and proposes to understand media as socially constituted semiotic procedures that shape and are shaped by communicative practices. The book is structured around this central idea, with four main sections. Part I examines digital environments, analyzing the interplay between multimodal approaches and mediality through case studies such as digital learning platforms and Zoom seminars. Part II focuses on journalistic procedures, investigating how media shapes political debates and news presentation on platforms like Instagram. Part III delves into embodied processes, particularly the role of the body movements and gestures in communication, illustrated through analyses of yoga tutorials and family dinner conversations. Part IV combines diverse semiotic and medial resources, with studies on historical data interpretation and virtual reality gaming practices. The book aims to provide a comprehensive understanding of the role of different media in constituting meaning and shaping social interactions.
... In classroom discourse, teachers and learners collectively make up the reality of the classroom (Hallet & Königs 2013: 191;Schwab, Hoffmann & Schön 2017: 7;Filipi & Markee 2018a). Multimodal analysis offers a broader insight into classroom events, where social interaction is not exclusively verbal but also non-verbal (Seedhouse 2004;Walsh 2011; see also interactional linguistics in Couper-Kuhlen & Selting 2018). The transcribed video data and sequentially structured teacher-student interactions are therefore analysed here in terms of linguistic acts and multilingual practices. ...
Article
Full-text available
In foreign language teaching, native speakers are not always the ones teaching the target language. But what is the role of a teacher's multilingual skills when teaching German as a foreign language (GFL), and how are these skills used, promoted, or required by learners in the class-room? Using a case study of GFL taught to adults in Jordan, this article examines the languages, communicative strategies and multilingual practices employed by the non-native foreign language teacher. The results show that the teacher's own multilingual profile positively influences the presence of multilingualism in the classroom. This article provides a theoretical introduction to the topic, followed by an overview of the case study and its design. In the context of foreign language teaching, the specific phases of a lesson and the reasons why teachers switch languages and use multilingualism will then be investigated using discourse analysis methods. The focus is on the teacher's strategies during classroom interactions. "Professionalisierung von Fremdsprachenlehrkräften: Multilingual Classroom Interaction"
... Teachers' analysis of their recordings and transcriptions were guided in part by SETT and therefore did not represent the wholly inductive unmotivated looking (Seedhouse, 2004) featured in other CA-based studies (Gill & Hooper, 2020;Hale et al., 2018). However, they were concurrently encouraged to move beyond a pure deductive approach based on the SETT framework if they encountered areas of interest that they determined to be beyond its scope. ...
Article
Full-text available
This research paper investigates the integration of everyday and scientific concepts within language teacher reflective practice (RP), framed by sociocultural theory (SCT). SCT posits that both everyday knowledge, derived from personal experience, and scientific knowledge, rooted in culturally developed systems, inform our understanding of teaching practices. The study involves six graduate TESOL trainee teachers who participated in a RP intervention, comprising microteaching sessions and conversational analysis using Walsh's (2006) SETT model. The intervention aimed to bridge the gap between teachers' intuitive understanding of effective teaching and systematic insights provided by scientific concepts. Analysis of teachers' data and peer reflections explores how these knowledge forms were integrated and their impact on professional development. The findings highlight a shift towards collaborative and data-driven reflection in RP, moving away from isolated, top-down approaches. This approach emphasizes the importance of integrating diverse knowledge sources to enhance teaching practices and ensure ongoing professional growth. By examining the interplay between everyday and scientific knowledge within RP, this study contributes to current discussions in SLA and education, offering insights into effective teacher development strategies. It underscores the relevance of SCT in guiding reflective practices that are both grounded in personal experience and enriched by broader educational theories, promoting more effective and informed teaching methodologies.
... In recent years, scholars have explored dialogic teaching as a dynamic instructional strategy [1,2]. This approach emphasizes meaningful conversations between teachers and learners, fostering deeper understanding and critical thinking. ...
Article
Full-text available
Using technology to improve dialogical teaching, especially English language skills is important for learning. The current study explores the potential of dialogic teaching and technological integration in enhancing English for Specific Purposes (ESP) learning environments, aiming to enhance learners' English reading comprehension skills through a comprehensive analysis of various factors and providing valuable insights into effective teaching methods. Employing a mixed-methods research design, the study involves 60 participants, evenly divided into control and experimental groups. The control group receives traditional ESP instruction, while the experimental group experiences a combination of dialogic teaching and technology integration. Pre-and post-intervention assessments, qualitative analyses of dialogic sessions, and interviews provide a comprehensive understanding of the effects. The findings show that participants in the experimental group had a considerable improvement in English reading comprehension, demonstrating the synergistic effects of dialogic instruction and technology. This technique encourages active participation, critical thinking, and a better knowledge of ESP materials. The study provides significant insights for educational practitioners by identifying practical applications for educators and addressing potential problems connected with integrating dialogic teaching and technology in ESP learning contexts. Overall, the research underscores the efficacy of this synergistic approach in enhancing ESP learners' proficiency in English reading comprehension.
... Die Gesprächsforschung geht grundsätzlich davon aus, dass institutionelle Interaktionen, wie z.B. im Fremd-oder Zweitsprachenunterricht, kontextspezifische Adaptationen von Alltagsinteraktionen widerspiegeln. Die Konversationsanalyse stellt damit ein nützliches Instrumentarium bereit, um Interaktionen von Lehrenden oder Lernenden zu untersuchen (Seedhouse 2004;Walsh 2011;Sert 2015). Gardner (2019) hat jüngst für diesen Forschungsbereich einen umfassenden Übersichtsartikel bereitgestellt. ...
... In recent years, scholars have explored dialogic teaching as a dynamic instructional strategy [1,2]. This approach emphasizes meaningful conversations between teachers and learners, fostering deeper understanding and critical thinking. ...
Article
Full-text available
Using technology to improve dialogical teaching, especially English language skills is important for learning. The current study explores the potential of dialogic teaching and technological integration in enhancing English for Specific Purposes (ESP) learning environments, aiming to enhance learners' English reading comprehension skills through a comprehensive analysis of various factors and providing valuable insights into effective teaching methods. Employing a mixed-methods research design, the study involves 60 participants, evenly divided into control and experimental groups. The control group receives traditional ESP instruction, while the experimental group experiences a combination of dialogic teaching and technology integration. Pre-and post-intervention assessments, qualitative analyses of dialogic sessions, and interviews provide a comprehensive understanding of the effects. The findings show that participants in the experimental group had a considerable improvement in English reading comprehension, demonstrating the synergistic effects of dialogic instruction and technology. This technique encourages active participation, critical thinking, and a better knowledge of ESP materials. The study provides significant insights for educational practitioners by identifying practical applications for educators and addressing potential problems connected with integrating dialogic teaching and technology in ESP learning contexts. Overall, the research underscores the efficacy of this synergistic approach in enhancing ESP learners' proficiency in English reading comprehension.
... While Wei (2011) emphasizes the communicative, interactional, and pragmatic view of translanguaging, Auer (2022) critically addresses this construct and points to similar goals that are also targeted in CS research. 1 Overall, a variety of empirical work on specific focuses of teaching and interactional research in the second language classroom have appeared in international publications over the past years (e.g., Valdés 2019;Lochtman 2002;Seedhouse 2004;Pekarek 2021), and also in video conferences and virtual lessons (for GFL see e.g., Hoshii & Schumacher 2016). In foreign language research, this question is of dual importance, because the focus is on teaching one foreign language and therefore needs consideration as to whether the use of other languages is helpful or not. ...
Chapter
Classroom interaction involves several variables that are necessary to create an effective and dynamic learning environment. The teacher plays a central role in this setting. In multilingual context and second/foreign language teaching this can be observed in various situations e.g. when teachers use their multilingual resources (e.g. to explain tasks). This paper outlines how foreign language teachers of German as a foreign language (GFL) use their multilingual resources in courses with adult learners with Arabic as a first language. It discusses how interactional and multilingual awareness of teachers in L2 classrooms can be seen in the video-enhanced data and how code-switching is implemented in classroom interaction. The study aims to investigate how teachers use Arabic and English in teaching German. The article outlines some relevant points about classroom interaction against the background of interaction in the context of teaching research and strategies used by GFL teachers. "Professionalisierung von Fremdsprachenlehrkräften: Multilingual Classroom Interaction"
... Long's Interaction Hypothesis (1983) and Swain's Output Hypothesis (1985) emphasise the importance of interaction in language acquisition, suggesting that meaningful interaction promotes language development. Additionally, scholars like Seedhouse (2004) and Walsh (2011) highlight the role of classroom discourse in shaping learners' opportunities to engage in authentic language use and develop communicative competence. Walsh explores various aspects of classroom discourse, including teacher-student interactions, student-student interactions, and the use of language for learning purposes. ...
Article
Full-text available
In this article, a discourse model was developed to analyse verbal interactions in 38 Tunisian EFL lessons. This model identifies four elements of exchange structure—INITIATION, RESPONSE, NEGOTIATION, and TERMINATION—and several communicative acts that differ from those proposed by Sinclair and Coulthard (1992). Data analysis underscores the prevalent patterns of verbal interaction within Tunisian EFL lessons and highlights the model's importance in understanding teachers' classroom practices. This research has pedagogical implications for EFL teachers and potential applications in teacher training programs. It offers in-service EFL teachers a descriptive tool to analyse, evaluate, and critically reflect on classroom practices.
... Psasha (1995) states that participants in interactions have been shown to orient to these rules in interactions and in a variety of contexts. Speakers contribute mainly one at a time, speaker change occurs quite smoothly, overlapped speech is short, and transitions occur from one turn to the next with very little gap and no overlapped speech (Seedhouse, 2004;Psathas, 1995;Sacks et al., 1974). ...
Article
Full-text available
Interactional Competence and Conversation Analysis
... We assume that this is done by means of a set of linguistic patterns that are applied equally in all subject areas. In pedagogical contexts, work can be done on content and meaning as well as on linguistic form of these statements (Seedhouse 2004). Lemke (1990: 87) points out that students frequently encounter thematic patterns in textbooks, tests, and classroom-talk. ...
Article
Full-text available
In this article, we focus on referential gestures that support the co-construction of classifying statements (e.g. 'cats are mammals') in subject-related classroom discussions. Classifying statements are highly frequent in the classroom and relevant for concept formation and the expression of mental concepts and organising principles. The article uses applied conversation analysis (Antaki, 2011). Two video corpora form the data basis: 675 minutes of subject-sensitive second language lessons and 467 minutes of science lessons. From these, examples were selected in which a) classifying statements were co-constructed by teachers and learners and b) the teachers drew on non-verbal resources. The analyses show that - The spatial extent and orientation (e.g. up vs. down) of teachers' gestures correspond in a delicately coordinated way with the respective referents and their semantic relations (e.g. superordinate vs. subordinate). - Linguistically expressed semantic relations or distinguishing features for a classification are enriched or replaced by gestures. - Gestures can be used to shift the thematic focus and navigate between the taxonomic levels of classifying statements. Multimodal resources can therefore contribute to concept formation by combining purely verbal explanations of classifications with spatial experiences and object references in the form of gestures.
... These four extracts show how multilingual and multimodal resources are intricately linked in classroom talk and serve the 'pedagogical focus' of the interaction (see Seedhouse, 2004Seedhouse, , 2005. For instance, the concept of forgetfulness-in Bengali vulomon-is explained in relation to a series of gestures enacting how someone forgets something (Extract 4). ...
Chapter
This chapter discusses the ‘practiced language policy’ (Bonacina-Pugh, Language Policy 11:213–234, 2012; Bonacina-Pugh, International Journal of Bilingual Education and Bilingualism 23:434–448, 2020;) in two English-medium schools in Bangladesh. English-medium schooling has a significant following in Bangladesh despite a lack of a top-down prescribed policy. Drawing on a corpus of video recordings of two English-medium schools in two metropolitan cities in Bangladesh, this chapter aims to unravel the practiced language policy at play in these two contexts. Through a Multimodal Analysis of this corpus of interactions, I explore the role of multimodal actions in the way classroom participants organise practiced language policies. I argue that multimodal resources are pervasive, but hierarchical, as they are systematically used to create affordances for certain language choice practices.
... Among various types of feedback, the recast, which refers to reformulation of an erroneous utterance by replacing the error with the correct form, has received much attention from TBLT researchers. Given the nonthreatening way of correcting learners' erroneous use of L2 forms (Seedhouse, 2004), recasts have been believed to be beneficial for learners with high anxiety in L2 learning. ...
Chapter
Full-text available
This chapter provides a comprehensive review of the methods and findings of the research examining anxiety in learners’ task performance and language development. Based on a thorough search of multiple databases and a set of selection criteria, 35 studies were included in the review. The investigation of the methodological designs shows that most studies examined adult, L2 English, and intermediate learners; adopted a within-subjects design; used dialogic tasks; and measured L2 anxiety by means of the FLCAS. The studies examined the role of anxiety in TBLT from four perspectives: (1) the role of anxiety in task-based corrective feedback, (2) the influence of L2 anxiety on task performance in simple and complex tasks, (3) the associations between anxiety and task engagement, and (4) the impact of task modality on the level of L2 anxiety. Corresponding to the four perspectives, the following findings are obtained. First, high-anxiety learners tend to benefit more from implicit than explicit feedback and prefer to receive implicit feedback, and the amount of anxiety caused by feedback can be mitigated by positive delivery of feedback. Second, the role of anxiety is more evident in complex tasks than simple tasks, and less anxious learners benefit more from complex tasks while more anxious learners benefit more from simple tasks. Third, more anxious learners show less task engagement. Fourth, computer-mediated communication causes less anxiety than face-to-face communication, with the caveat that anxiety about new technology may increase anxiety.
... Overall, a variety of empirical work on specific focuses of teaching and interactional research in the second language classroom can be seen internationally in the last years (e.g. Valdés 2019;Lochtman 2002;Seedhouse 2004; Pekarek 2021) -also in video conferences and virtual lessons (for GFL see e.g. Hoshii & Schumacher 2016). ...
... I conducted my analysis within the framework of multimodal conversation analysis (MCA), a method expanding on conversation analysis (CA) as developed by Sacks et al. (1974) to investigate the social organization of conversation, or talk-ininteraction (Ten Have, 2007). In particular, the main objectives of CA are to discover underlying machinery (Sacks, 1962;, and how the understanding of each other's actions and the progress of interaction are shared (Seedhouse, 2004). Thus, by investigating interactional architecture, CA fundamentally looks at how participants perform interactional organization and sequential order. ...
Article
This multimodal conversation analytic (MCA) study investigates the embodied process of student self-selection – voluntary participation - in the American graduate classroom. Student participation has frequently been a central topic of investigation in the field of educational linguistics. In American graduate classrooms, in particular, participation is considered significant and students are encouraged to make frequent oral contributions; for instance, so as to ensure that teachers can gauge how much they have learned, and to enhance student learning (e.g., Cohen, 1991; Fassinger, 1995; Rocca, 2010). Building on Kääntä’s (2014) research on students’ “doing embodied noticing” through the process of self-selection for correction initiation in the classroom, the current study analyzed 38 hours of videotaped graduate-level classes and uncovered the three main embodied self-selection stages—doing registering, gearing up, and launching—through which students tend to progress during their preparation for self-selection. It further demonstrates a variation in the form of “expedited processes”—the practices some students use to self-select earlier than others—followed by examples and discussion of how educators can turn these findings into practice and enable a wider range of students to achieve effective self-selection in a classroom.
Article
Full-text available
This study investigates the effects of teacher-led questioning within blended synchronous learning environments (BSLEs) on formative assessment practices in Teaching English as a Foreign Language (TEFL) classrooms. Integrating principles from formative assessment, sociocultural, and constructivist theories, a comprehensive framework has been developed to understand how strategic questioning enhances learning outcomes. Employing a mixed-method approach, including classroom observations, conversation analysis, and interviews with teachers and students, this study examines effective communication and assessment strategies in culturally diverse educational settings in China. Analysis tools such as the GFIP model (Gap, Feedback, Involvement, Progression) and the ESRU cycle (Elicit, Student response, Recognition of student response, Use of Information) reveal inconsistencies in leveraging student responses for pedagogical adjustments and emphasize the impact of cultural and linguistic factors on assessment efficacy. The proposed Culturally Responsive Formative Assessment through Engaged Dialog (CRFAED) framework advocates for customized questioning techniques that integrate culturally sensitive practices with technology to enhance learning outcomes. Results indicate that strategic teacher-led questioning in BSLE settings substantially improves student engagement and learning outcomes. The critical role of culturally responsive pedagogy in optimizing formative assessment practices is also highlighted. The CRFAED framework demonstrates effectiveness in bridging cultural gaps, facilitating better teacher–student interactions, and promoting an inclusive and responsive learning environment. This study offers insights for improving educational practices through culturally responsive pedagogy and technology integration in BSLE settings, contributing valuable knowledge to the global TEFL community.
Article
Full-text available
Classroom Management (CM) possesses a key role in teaching in L2 classroom settings. So, it is fair to suggest that there is an increasing volume of research in addition to the research conducted in the mainstream CM studies. However, to our knowledge, the lack of research about cooperation among the insider and outsider stakeholders of L2 CM is still felt. Within this respect, the objective of this study is to explore how pre-service (PSTs) and in-service English language teachers (ISTs) view parent- and school administration-support in CM. Therefore, a semi-structured interview is utilised to delve into PSTs’ and ISTs’ stance towards cooperation with parents and school administration. Then, data yielded from the interview are analysed through content analysis. Thus, the outcomes have revealed some convergences and divergences between PSTs’ and ISTs’ views. Overall, some pedagogical implications are suggested to improve ISTs’ and PSTs’ classroom practices in tandem with L2 teaching pedagogy.
Article
Full-text available
Despite the development of various AI systems to support learning in various domains, AI assistance for art appreciation education has not been extensively explored. Art appreciation, often perceived as an unfamiliar and challenging endeavor for most students, can be more accessible with a generative AI enabled conversation partner that provides tailored questions and encourages the audience to deeply appreciate artwork. This study explores the application of multimodal large language models (MLLMs) in art appreciation education, with a focus on developing LLaVA-Docent, a model designed to serve as a personal tutor for art appreciation. Our approach involved design and development research, focusing on iterative enhancement to design and develop the application to produce a functional MLLM-enabled chatbot along with a data design framework for art appreciation education. To that end, we established a virtual dialogue dataset that was generated by GPT-4, which was instrumental in training our MLLM, LLaVA-Docent. The performance of LLaVA-Docent was evaluated by benchmarking it against alternative settings and revealed its distinct strengths and weaknesses. Our findings highlight the efficacy of the MMLM-based personalized art appreciation chatbot and demonstrate its applicability for a novel approach in which art appreciation is taught and experienced.
Chapter
This chapter examines how the notion of “practiced language policy” can be applied in the domain of foreign language teaching. Specifically, it focuses on a primary school Mandarin classroom in Scotland, where the Mandarin teacher is a locally trained Scottish teacher. Through a Conversation Analysis of classroom interactions audio-recorded over a period of 12 weeks, this study highlights the norms of language choice in that classroom. This set of norms is detached from the language education policy texts and discourses. Notably, the research reveals the interplay between the norms of language choice and the pedagogical frames at play in that classroom. The aim of this study is to contribute to the underexplored relationship between practiced language policy and pedagogy.
Article
Full-text available
Although it is easier for people to understand each other and communicate in a fairly complete and standard “official” language, the distinctive culture of a region is in most cases reflected and conveyed by the language spoken by the local people. With the spread of Mandarin and the influence of education since the founding of New China, coupled with the negative effects of new media and the Internet, Guiyang accent is disappearing among young people. The author practiced Professor Seedhouse’s approach by transcribing and discursively analyzing a video of a family chatting and having a meal in the mountains of Guizhou. Mutual understanding in cross-cultural communities is not only achieved in educational contexts such as schools, but also in person-to-person interactions. Awareness of issues related to bilingualism is naturally raised in everyday life situations.
Chapter
Full-text available
Die Frage nach Differenzkonstruktionen ist für einen diversitätsensiblen Unterricht in allen Schulfächern relevant. Die Beiträge dieses Bandes fragen, wie (welche) Differenzen in fachunterrichtlichen Praktiken hergestellt werden. Die Beiträge untersuchen dazu, wie Wissensordnungen im Unterricht ausgehandelt werden: Sie befassen sich dafür mit Unterricht verschiedener Schulfächer wie Englisch, Französisch, Spanisch, Sport, Philosophie, Deutsch und Biologie sowie mit Unterrichtsmaterialien, insbesondere mit Schulbüchern für die Schulfächer Geschichte, Politik und Wirtschaft sowohl an weiterführenden Schulen als auch an Grundschulen. (DIPF/Orig.)
Chapter
Full-text available
Die Frage nach Differenzkonstruktionen ist für einen diversitätsensiblen Unterricht in allen Schulfächern relevant. Die Beiträge dieses Bandes fragen, wie (welche) Differenzen in fachunterrichtlichen Praktiken hergestellt werden. Die Beiträge untersuchen dazu, wie Wissensordnungen im Unterricht ausgehandelt werden: Sie befassen sich dafür mit Unterricht verschiedener Schulfächer wie Englisch, Französisch, Spanisch, Sport, Philosophie, Deutsch und Biologie sowie mit Unterrichtsmaterialien, insbesondere mit Schulbüchern für die Schulfächer Geschichte, Politik und Wirtschaft sowohl an weiterführenden Schulen als auch an Grundschulen. (DIPF/Orig.)
Article
Full-text available
In this paper I claim that Classroom Research cannot establish itself as a discipline, if it does not relate at least to the fields of Second Language Acquisition Studies, Discourse Analysis, Syllabus Design, and Methodology. To support my claim I present a very brief account of my study of English Lesson Discourses recorded in Tunisian secondary schools (Abdesslem, 1987). In this study I adopt the notion of frame; I adopt Bialystock's (1985) degrees of knowledge analysis and levels of control; and I draw on Littlewood's (1981) and Di Pietro's (1981) ideas concerning syllabus design and methodology.
Article
Full-text available
The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.
Article
Full-text available
One of the most controversial areas of L2 pedagogy concerns the extent to which classroom teaching should focus on form and accuracy, or meaning and fluency. This article illustrates the problems inherent in an extreme focus on either of these alternatives. It is argued that current language teaching theory views a ‘dual’, simultaneous focus on form and accuracy as well as meaning and fluency as highly desirable. However, evidence is lacking as to whether and how such a dual focus can be achieved in practice. There follows an account of a search of a database of L2 lesson transcripts for such evidence, followed by an analysis of the features of an authentic example of dual focus.
Article
Full-text available
Although a preference for self-repair over other-repair has been observed in both native speaker (NS) discourse (e.g., Schegloff, Jefferson, & Sacks, 1977) and nonnative speaker (NNS) discourse (e.g.. Firth, 1996), researchers note that other-repair still often occurs, especially in interactions with NNSs (e.g., Varonis & Gass, 1983). The present study examines conditions under which other-repair occurs and the response to other-repair in natural NS/NNS conversations in Japanese. Analysis ofthe data reveals the importance ofinterlocutors 'mutual orientation to each other 's verbal and non-verbal behavior in the shaping of other-repair and responses to the repair, particularly in NS/NNS conversation.
Article
Full-text available
This article is concerned with a previously unobserved lexical element-yeah-observed in the speech of nonnative speakers of English whose native language is Mandarin. Using the framework of conversation analysis, I discuss the same-turn repair environment in which the token yeah occurs but reveal that the token serves as an additional component, doing something other than repair. This form of turn-medial yeah is used to present an image of the speaker as one who is competently managing throughout disfluency (and repair). In serving this function, the yeah contributes to our understanding of how speakers construct their identities as nonnative speakers (or learners) of the language of interaction. Its usage in native speaker English conversation is extremely rare.
Article
Conversation analysis (CA) developed from ethnomethodology, but has become an independent research program that seems to have left behind the ethnomethodology's phenomenological orientation. This article examines a gradual transition between an explicative style of conversation analysis exemplified by many of Harvey Sacks's lectures in which he explicates singular instances of activity, and an explanatory style in which abstract models are used to account for general features of conversational organization. The latter style is represented by Sacks, Schegloff, and Jefferson's studies of turn taking in conversation. This paper argues that despite conversation analysis's adoption of positivistic vocabulary, it retains its ethnomethodological foundations. 'Ethnomethodological foundations' are furnished by ordinary activities. Social science research tends to naturalize the products of such activities, but ethnomethodology attempts to recover their local achievement. The technical phenomenon of 'transition relevance place' is an example of a conversation-analytic concept that invites ethnomethodological respecification.
Article
As an introduction and welcoming address to the emerging field ‘Conversation Analysis of Foreign Language Data’, the paper recounts my own academic way from ethnography to culturally contexted conversation analysis.
Article
If, as research reveals, even those teachers who are committed to communicative language teaching (CLT) fail to create genuine communication in their classrooms, it is partly because teacher educators have not given them the necessary tools to achieve their desired goals. This paper proposes that a framework of five macrostrategies offers a possible tool to make the communicative classroom genuinely communicative. The paper presents a classroom observational study to assess whether the macrostrategies framework will help CLT teachers maximize learning potential in the classroom. An analysis of two classroom episodes taught by two committed CLT teachers featuring the same group of learners revealed that one episode was evidently more communicative than the other. The relative success in maximizing learning potential witnessed in one episode and the relative failure witnessed in another is attributed to the use and non-use of the macrostrategies framework. The study shows that given appropriate tools CLT teachers will succeed in making their classes genuinely ycommunicative.
Article
A pioneering study of compliments by Manes and Wolfson (1981) revealed that three syntactic patterns accounted for nearly two-thirds of the 686 compliments collected, and it led the researchers to conclude that compliments in middleclass American society are formulaic. That study has been replicated on many occasions in subsequent years, and the results have served to reinforce the basic findings of Manes and Wolfson (1981). Existing research, however, has focused almost exclusively on the collection of explicit compliments by means of the ethnographic method (Holmes 1988b: 507), and it appears to have adopted a restricted view of the phatic function of compliments. In contrast, this paper argues that a more balanced picture of complimenting is required and that the neglect of the study of implicit compliments should not continue. To this end, it uses an ethnomethodological approach to the understanding of data and it follows Laver (1975, 1981) and Coupland et al. (1992) in focusing on the exploratory function of phatic communion. It analyses data extracts in order to show how implicit compliments are constituted and how the exploratory function of phaticity can allow speakers to negotiate greater affiliation with others.
Article
Preference organisation was once a prominent concept in conversation analysis, but it has been construed in a number of mutually incompatible ways and it is now used in a very restricted manner. With the publication of Harvey Sacks' collected lectures, however, it has been possible to take a fresh look at the concept and to provide a criterion of preference. This paper shows that preference can be explained in terms of noticeable absence and accountability. The preferred action is the “seen but unnoticed” action (Garfinkel, 1967), whereas the dispreferred action is of two types. The first is noticeable and accountable, but not sanctionable, while the second is noticeable, accountable and sanctionable. The paper shows how this concept operates in three key lectures by Sacks and in data extracts.
Article
This article proposes that different contexts occur in L2 classrooms and that repair is organised differently within each context. It is suggested that within each context a particular pedagogical focus combines with a particular organisation of repair which is appropriate to that focus. The organisation of repair within each context is sketched and is exemplified through the analysis of classroom transcripts.
Article
The subject of this article is a data-based discussion of some possible connections between the tactics of small group oral interaction and language learning. The aim is to map out some ways in which oral interaction in SGW (small group work) may characteristically contribute to language learning, rather than merely hastening the development of specifically oral skills. After surveying previous studies of Ll and L2 learning through oral interaction, an argument is outlined for viewing language knowledge as a largely fragmented, non-homogeneous store, growing partly out of the tactical manipulation of units for specific interactive purposes, rather than a unified and integrated body of knowledge. Units of particular relevance to the study of oral language production-'satellite units'-are then defined, and their possible relationship to the learning of language is discussed. Data is then presented and analysed in order to demonstrate some of the uses of language forms in oral interaction. It is suggested that through these uses of the formal features of language, learners engage in an aspect of language learning which is peculiar to oral interaction, and which has been largely ignored by most language courses. It is suggested that for some learners at least these features of oral tasks can be a particularly fruitful way of approaching language learning.
Article
In recent years, the development of communicative competence has become the explicit focus of numerous second language teaching programs. Although models of communicative competence and principles of communicative language teaching have been discussed extensively in the literature and a variety of communicative materials have been developed, very little research has been carried out to examine the relationship between actual classroom practices and the development of communicative competence.This article reports on the results of a study which was intended to validate an observation instrument designed to capture differences in the communicative orientation of L2 classroom interaction in a variety of settings. Thirteen classes in four different L2 programs were observed. The observation scheme used in the study contained categories derived from theories of communicative competence, from the literature on communicative language teaching, and from research in first and second language acquisition, which suggests a number of factors thought to influence the language learning process. These observation categories include features of communication typical of classroom interaction as well as of “natural” language outside the classroom. An analysis of the observation data revealed differences in the communicative orientation of the four types of classrooms.
Article
Explores classroom pedagogy through a focus on classroom interaction. Takes ideas from conversation analysis as a foundation and starts to unravel some of the structures used for classroom pedagogy. Uses the notion of repair, but takes it one step further by understanding repair to be a pedagogical tool used in the English-as-a-Second-Language classroom by both learners and teachers. (Author/VWL)
Article
This article takes a social-theoretical view of the reality created by a foreign language in the classroom. It examines the interaction of teacher and learners in their various activities along a continuum that extends from instructional to natural discourse and is determined by the way participants present themselves to one another and negotiate turns-at-talk, topics, and repairs. Suggestions are made for broadening and diversifying the discourse options in the classroom to enrich the social context of the language learning experience.
Article
The paper begins to explore the nature of the cognitive processing involved in foreign language learning. The notion of a “discourse world” as a set of elements against the background of which a unit of talk makes sense is introduced, and the claim is made that several such “discourse worlds” may be seen to coexist in classroom discourse, in part because of participants' “awareness” (on some level) of why they are there. The notion of a discourse world is then given a psychological interpretation in terms of frame-theory, and the view is argued that the simultaneous activation of several such frames is central to the business of understanding language, and to language learning. The classroom, it is argued, offers rich opportunities for the training of such multi-level perception of foreign language input, with consequent gains in learning. From this perspective Krashen's Monitor Theory is found implausible.
Article
The classroom interaction of ten foreign language teachers who were identified as outstanding in a survey of former students was studied and compared with a group of ‘typical’ foreign language teachers. The FLint system of interaction analysis and anecdotal records were used to collect data as the teachers taught four different lessons. The FLint system includes verbal and nonverbal behaviors, as well as whether specific behaviors are in the target or native language. A number of differences was found between the two groups. Outstanding foreign language teachers and their students used the foreign language more than typical foreign language teachers and their students for almost every category of behavior. They also tended to use nonverbal behavior more than typical teachers. Outstanding teachers used a number of indirect behaviors, such as praising, joking, and personalizing questions, significantly more and direct behaviors, such as directing drills and criticizing student behaviors, significantly less than typical teachers.
Article
This article examines the practice of "co-participant completion" in Japanese conversation, and explores what kinds of resources are mobilized to provide the opportunity to complete another participant's utterance-in-progress. It suggests the following observations as potential characteristics of Japanese co-participant completion: (i) Syntactically-defined two-part formats (e.g. [If X] + [then Y]) may not play as prominent a role as in English; (ii) The majority of cases of co-participant completion take the form of 'terminal item completion;' (iii) Locally emergent structures like 'contrast' and 'list' as well as 'unprojected' features of turn construction often play an important role in enhancing the opportunity for completing another participant's utterance-in-progress. The article then discusses the implications of these findings for the investigation of the mutual bearing of grammar and social interaction. In particular, the discussion focuses on what we can learn from the practice of co-participant completion about how projection of turn-shapes is accomplished in Japanese conversation.
Article
This paper examines the interactional use of the Korean connective nuntey in spontaneous conversational discourse in the framework of conversation analysis. Nuntey has mainly been discussed as a clause connector, linking a subordinate nuntey-clause to a main clause. As such it has been glossed as ‘and’, ‘but’, ‘so’, or ‘given that’. Using conversation analysis, this study reveals that nuntey-clauses often occur without main clauses in actual conversations and presents an analysis of this type of use: nuntey in these types of clauses provides background information as well as setting up an ‘accountability-relevance point’. In this way, nuntey-clauses without main clauses can frame interactionally delicate actions such as requests, disagreements and denials and allow the speakers to avoid explicitly stating their intentions — a characteristic which is highly valued in Korean conversation. The speaker can thus avoid saying the bottom-line and achieve ‘being indirect’. Also, nuntey-clauses function as a ‘telling-my-side’ device (cf. Pomernatz, 1980). That is, with nuntey-clauses, the speaker provides what s/he found out, saw, or heard from his/her side as circumstantial and evidential ground to be shared and invites the interlocutor to infer the speaker's intention (Park, 1996).