Näytä suppeat kuvailutiedot

dc.contributor.authorDuran, Derya
dc.contributor.authorJacknick, Christine M.
dc.date.accessioned2021-03-02T08:04:52Z
dc.date.available2021-03-02T08:04:52Z
dc.date.issued2020
dc.identifier.citationDuran, D., & Jacknick, C. M. (2020). Teacher response pursuits in whole class post-task discussions. <i>Linguistics and education</i>, <i>56</i>, Article 100808. <a href="https://doi.org/10.1016/j.linged.2020.100808" target="_blank">https://doi.org/10.1016/j.linged.2020.100808</a>
dc.identifier.otherCONVID_34763325
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/74462
dc.description.abstractThis paper explores teacher elicitation practices following a perceived absence of a response to an initial inquiry. Specifically, we focus on whole class post-task discussions where a teacher pursues responses in post-first position following students’ non-uptake, and thus makes her orientation toward the expectation of a response publicly available. The data for this study come from 30 h of video-recorded classroom interactions in an English as a medium of instruction university in Turkey. Using Conversation Analysis, this study demonstrates that when confronted with a non-response to her initial elicitation in whole class interaction, in addition to drawing on interactional resources (e.g., designedly incomplete utterances, increments) that have been described in earlier research on response pursuits, the teacher uses two additional strategies to secure an answer: (1) modeling a response by personalizing the task, and (2) drawing on a range of multimodal resources (i.e., pedagogical artifact, embodied behavior, vocalization) to elicit engagement. The study particularly focuses on how the teacher employs multimodal tools to promote engagement and to further the progress of the ongoing pedagogical activity (i.e., reflective discussions) when a response is due but not provided. The findings have implications for understanding the design and delivery of teacher response pursuits, and thus contribute to our understanding of turn allocation practices during the whole class sharing phase in content classrooms.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesLinguistics and education
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherconversation analysis
dc.subject.otherEnglish as a medium of instruction
dc.subject.otherresponse pursuits
dc.subject.otherquestions
dc.subject.otherwhole class discussions
dc.titleTeacher response pursuits in whole class post-task discussions
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202103021825
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.contributor.oppiaineEnglannin kielifi
dc.contributor.oppiaineEnglishen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0898-5898
dc.relation.volume56
dc.type.versionacceptedVersion
dc.rights.copyright© 2020 Elsevier Inc. All rights reserved.
dc.rights.accesslevelopenAccessfi
dc.subject.ysokeskustelunanalyysi
dc.subject.ysoluokkatyöskentely
dc.subject.ysoenglannin kieli
dc.subject.ysodiskurssianalyysi
dc.subject.ysoopetustilanne
dc.subject.ysokielellinen vuorovaikutus
dc.subject.ysoopettaja-oppilassuhde
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p7828
jyx.subject.urihttp://www.yso.fi/onto/yso/p568
jyx.subject.urihttp://www.yso.fi/onto/yso/p2573
jyx.subject.urihttp://www.yso.fi/onto/yso/p7829
jyx.subject.urihttp://www.yso.fi/onto/yso/p569
jyx.subject.urihttp://www.yso.fi/onto/yso/p7831
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.linged.2020.100808
jyx.fundinginformationThis research was supported by Turkish Fulbright Commission under the grant number FY-2018-TR-PD-06.
dc.type.okmA1


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