Okay repetitions and reformulations APLNG 586 Classroom Discourse Joan Kelly Hall Fall 2009 Overview Third turn position in IRE sequences Methodological and analytic procedures Preliminary analyses ID: 371614
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Slide1
Third turn position work during a review quiz game
Okay, repetitions, and reformulations
APLNG
586: Classroom Discourse
Joan Kelly Hall
Fall 2009Slide2
Overview
Third turn position in IRE sequencesMethodological and analytic proceduresPreliminary analysesOkay
Repetitions
Right
-prefaced reformulations
Concluding remarksSlide3
Third Turn Position in IRE
Prototypical IRE sequences (Mehan, 1979; Lemke, 1990)
1
st
turn: Teacher-initiated question
2
nd
turn: Student response
3
rd
turn: Teacher evaluation of student response
However, Lee (2007) observes that third turn position is interactionally contingent and accomplishes several actions:
(1) Parsing, (2) steering the sequence, (3) intimating answers, (3) discovering language learners in action, and (4) class managementSlide4
Method
DataVideo-recorded review quiz game in an ESL/ITA classFocus on 12 questions during review game
(i.e., excluded pre- and postgame interaction)
“Unmotivated” noticing
Video recording reviewed by group
Narrowed down to student responses and third turn position
Transcription follows CA conventions as presented in
ten Have (2004)
Transcribed data used in concert with video data for analyses
Focus on emergent patterns
Three foci selected
Okay
Repetitions
Right
-prefaced reformulationsSlide5
Okay: ‘You are on the right track,
but it’s not quite the answer’
Excerpt 10
13 T:
okay:,
14 so what does that mean.
15 (1.0)
16 what is it.
17 those are good examples:
18 (1.0)
19 H: so (1.0) um (.) as (.) we (.) say (.) good job
20 maybe we can encourage (.) the student
21 T: right.=Slide6
Okay: ‘You are on the right track,
but it’s not quite the answer’
Excerpt 9
16 T:
okay:,
K: (sometimes) you can ask another question
18 t- to restate the
the
question
19 you didn't understand.Slide7
Okay: List Construction
18 L: [yes there’re three (.) um types of questions=19 T:
((nods her head))
20 L: =first rising question is to (.) uh (.) check (.)
21 the student’s
underst↑anding
.=
22 T:
=okay:,=
23 L: =the
ss
the s
e
cond one is a (.) to: (0.1) to check
24 the students’
l↑earning
.
25 T:
ok[ay:,
26 L: [the third one is to guide the student
te:h
(.)
27 to: (.) learn the knowledge.
28 T:
okay↑
I’ll say that’s close
enou↑gh
=Slide8
Repetition: List Construction
13 S: debate,14 T: debate,
((index finger))
15 S: discussion,
16 T:
discussion,
((index and middle fingers))
17 S: game,
18 T:
game
, ((index, middle, ring fingers))
19 S: student lab.
20 T:
student lab.
((index, middle, ring, pinky fingers))Slide9
Right-Prefaced Reformulations
Found in excerpts 4, 5, 7, 8, 9, & 10Excerpt 4
14 C: uh (.) ask the
paraph
- paraphrasing the (.) definition.=
15 T: =
right
you’re paraphrasing definitions. Slide10
Excerpt 7
21 C: um international TA in Utah study who study
the tape that first thought that uh
we
can’t was kind of keep the student
waiting
and it was impolite however
they change
the idea that if a teacher
keep
increasing wait time can make a
students more
comfortable. ((reading))
25 T
:
right.
They thought
it was
impolite
.
That
the
students
wouldn’t like
it.
Slide11
Concluding Remarks
Repeated patternsOkayProjects reformulated, more specific, or elaborated responseUsed to co-construct list answer with student
Repetitions
Similar to
okay
(list answer)
Right
-prefaced reformulations
Provides affirmative evaluation and concise reformulation of student response
Brings question to closeSlide12
Future Directions
Expand data setMore examples needed to confirm/disconfirm patternsInclude non-quiz game data
Are these patterns found only in review quiz games or are they pervasive in “regular” teaching
Other teachers/classes
More focus on intonation contour/prosodic features
Following student response vs. contrasting/differing from student response