Okay as a Multifunctional Resource for Giving Feedback in Classrooms
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While certain second language (L2) learning theories assert that teacher feedback is a key factor in the learning process, one issue has been how teachers mark the purpose of their feedback so that students recognize what they are receiving (Russell & Spada 2006); this is particularly problematic when teachers use the same lexicon or response techniques to signify different feedback functions (e.g., Walsh 2002). The purpose of this article is to investigate how teachers mark or distinguish their feedback in such a way that allows students to recognize the purposes of those turns. Specifically, I examine the teacher’s okay, an “interactionally rich item” (Waring 2008: 586) commonly found throughout classroom discourse but has to date not been examined exclusively and in-depth in teacher-student interactions. Utilizing the methodology of conversation analysis, okay was found to mark different forms of positive and negative feedback. For each type of feedback, the various sequential environments in which they occur are presented, along with the interactional resources used to construct them.
Abstract
While certain second language (L2) learning theories assert that teacher feedback is a key factor in the learning process, one issue has been how teachers mark the purpose of their feedback so that students recognize what they are receiving (Russell & Spada 2006); this is particularly problematic when teachers use the same lexicon or response techniques to signify different feedback functions (e.g., Walsh 2002). The purpose of this article is to investigate how teachers mark or distinguish their feedback in such a way that allows students to recognize the purposes of those turns. Specifically, I examine the teacher’s okay, an “interactionally rich item” (Waring 2008: 586) commonly found throughout classroom discourse but has to date not been examined exclusively and in-depth in teacher-student interactions. Utilizing the methodology of conversation analysis, okay was found to mark different forms of positive and negative feedback. For each type of feedback, the various sequential environments in which they occur are presented, along with the interactional resources used to construct them.
참고문헌 (54)
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