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The Machinery of Turn-taking in L2 Instructed Talk-in-interaction

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주제분류영어와문학

초록

Although various aspects of instructed discourse have been intensively investigated, relatively few studies have closely examined turn-taking systems in the L2 pedagogical context. Moreover, no study to date has analyzed in detail the turn-taking organization of L2 instructional discourse within differing participation frameworks (i.e., interactional task types). This study aims to examine how the patterns of turn-taking in classroom discourse vary according to different participation frameworks. Classroom data were videotaped and transcribed following the conversation-analytic methodology. The results show that participation frameworks play a crucial role in determining the turn-taking sequences in pedagogical interactions. The turn-taking system in teacher-fronted tasks was characterized mainly by IRF sequences. Several other unique features specific to institutional discourse were manifested in these tasks, such as the turn-initiation techniques by students, dual interactional patterns, a single party talk, longer gaps, and gazing as a turn-allocation device. In role-playing tasks, which normally involve two official interlocutors, the teacher could be considered to be another official participant due to her frequent, supportive, and evaluative intervention.

Abstract

Although various aspects of instructed discourse have been intensively investigated, relatively few studies have closely examined turn-taking systems in the L2 pedagogical context. Moreover, no study to date has analyzed in detail the turn-taking organization of L2 instructional discourse within differing participation frameworks (i.e., interactional task types). This study aims to examine how the patterns of turn-taking in classroom discourse vary according to different participation frameworks. Classroom data were videotaped and transcribed following the conversation-analytic methodology. The results show that participation frameworks play a crucial role in determining the turn-taking sequences in pedagogical interactions. The turn-taking system in teacher-fronted tasks was characterized mainly by IRF sequences. Several other unique features specific to institutional discourse were manifested in these tasks, such as the turn-initiation techniques by students, dual interactional patterns, a single party talk, longer gaps, and gazing as a turn-allocation device. In role-playing tasks, which normally involve two official interlocutors, the teacher could be considered to be another official participant due to her frequent, supportive, and evaluative intervention.

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