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Producing and closing down multiple-response sequences during whole-class talk in an early years classroom

Producing and closing down multiple-response sequences during whole-class talk in an early years classroom

 Davidson, Christina
 Routledge, 2020
 England : p.193-211 English ISSN: 09500782
Conversation AnalysisConversationPhương pháp giảng dạyThảo luận trong lớp học
Tác giả CN Davidson, Christina
Nhan đề Producing and closing down multiple-response sequences during whole-class talk in an early years classroom / Christina Davidson, Christine Edwards-Groves
Thông tin xuất bản England : Routledge, 2020
Mô tả vật lý p.193-211
Tóm tắt The Initiation-Response-Feedback (IRF) talk sequence dominates whole-class talk in school lessons but frequently provides limited talk options for students. This article examines a variant of the sequence produced by young children and their teacher in an early years’ classroom. The multiple-response sequences were identified in classroom recordings of literacy lessons where a teacher deliberately sought to increase contributions by students during whole-class talk. Conversation analysis (CA) of selected sequences delineates some of the ways the teacher’s talk led to multiple turns by students, how teacher turns were sometimes inserted into multiple responses given by students, and how multiple responses were closed down by teacher turns. Discussion addresses the specific design of teacher turns across sequences, students’ orientations to the teacher during multiple responses, and the occurrence of trouble in turn-taking as an aspect of the multi-party setting. Overall, the study establishes some ways that talk in multiple-response sequences shows increased opportunities for students to contribute to instructional talk.
Thuật ngữ chủ đề Conversation Analysis
Thuật ngữ chủ đề Conversation-Classroom
Từ khóa tự do Phương pháp giảng dạy
Từ khóa tự do Thảo luận trong lớp học
Tác giả(bs) CN Edwards-Groves, Christine
Nguồn trích Language and Education- Volume 34, 2020 - Issue 3
Tệp tin điện tử https://doi.org/10.1080/09500782.2019.1689995
MARC
Hiển thị đầy đủ trường & trường con
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260[ ] |a England : |b Routledge, |c 2020
300[ ] |a p.193-211
520[ ] |a The Initiation-Response-Feedback (IRF) talk sequence dominates whole-class talk in school lessons but frequently provides limited talk options for students. This article examines a variant of the sequence produced by young children and their teacher in an early years’ classroom. The multiple-response sequences were identified in classroom recordings of literacy lessons where a teacher deliberately sought to increase contributions by students during whole-class talk. Conversation analysis (CA) of selected sequences delineates some of the ways the teacher’s talk led to multiple turns by students, how teacher turns were sometimes inserted into multiple responses given by students, and how multiple responses were closed down by teacher turns. Discussion addresses the specific design of teacher turns across sequences, students’ orientations to the teacher during multiple responses, and the occurrence of trouble in turn-taking as an aspect of the multi-party setting. Overall, the study establishes some ways that talk in multiple-response sequences shows increased opportunities for students to contribute to instructional talk.
650[0 0] |a Conversation Analysis
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653[0 ] |a Phương pháp giảng dạy
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700[1 ] |a Edwards-Groves, Christine
773[ ] |t Language and Education |g Volume 34, 2020 - Issue 3
856[ ] |u https://doi.org/10.1080/09500782.2019.1689995
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