Opportunities for Learning: Teacher-Student and Student-Student Interaction in an Information Gap Task
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This research uses conversation analysis (CA) methodology to analyze teacher-student and student-student interaction that occurred within an EFL class information gap task. The research uses as data fine grained transcription of discourse in which three tertiary level, high intermediate learners collaborate together to complete a spot the difference task, while teacher overlooks and often joins in the interaction. The aim of the research is to offer empirical evidence for how the turn-by-turn organization of talk-in-interaction within the information gap task provides opportunities for learning, and how participants orient to their respective roles of teacher and learner to facilitate and promote learning. Using a CA framework, the research highlights interactional practices with a primary focus on repair and word searches to show how opportunity for learning arises in the task, while also highlighting sequences that arise in and around the repair, such as counter questioning, designedly incomplete utterances, and explicit positive assessment. This paper suggests that CA of language classroom interaction can inform and enhance SLA notions of corrective feedback, and provide teachers with opportunity to reflect on and improve their interactional practices.
Abstract
This research uses conversation analysis (CA) methodology to analyze teacher-student and student-student interaction that occurred within an EFL class information gap task. The research uses as data fine grained transcription of discourse in which three tertiary level, high intermediate learners collaborate together to complete a spot the difference task, while teacher overlooks and often joins in the interaction. The aim of the research is to offer empirical evidence for how the turn-by-turn organization of talk-in-interaction within the information gap task provides opportunities for learning, and how participants orient to their respective roles of teacher and learner to facilitate and promote learning. Using a CA framework, the research highlights interactional practices with a primary focus on repair and word searches to show how opportunity for learning arises in the task, while also highlighting sequences that arise in and around the repair, such as counter questioning, designedly incomplete utterances, and explicit positive assessment. This paper suggests that CA of language classroom interaction can inform and enhance SLA notions of corrective feedback, and provide teachers with opportunity to reflect on and improve their interactional practices.
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