Achieving transitions from one item to another in pairwork
speaking activities

k 2019

Achieving transitions from one item to another in pairwork speaking activities

TŮMA, František

Základní údaje

Originální název

Achieving transitions from one item to another in pairwork speaking activities

Autoři

TŮMA, František

Vydání

Conference of the International Institute for Ethnomethodology and Conversation Analysis (IIEMCA), Mannheim, Germany, July 2-5, 2019, 2019

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50902 Social sciences, interdisciplinary

Stát vydavatele

Německo

Utajení

není předmětem státního či obchodního tajemství

Organizační jednotka

Filozofická fakulta

Změněno: 21. 2. 2020 21:07, Mgr. Jana Pelclová, Ph.D.

Anotace

V originále

In English as a foreign language (EFL) classes, students frequently speak in pairs. Although the items for discussion are typically fixed in advance and materialized in a list of questions or topics in a handout or textbook, the actual transitions from one item to another are managed locally by the students. Using conversation analysis, this paper investigates how the students coordinate their talk and the broader embodied and material resources (Streeck, Goodwin, & LeBaron, 2011) when transitioning from one item to another, i.e. how they achieve closure of one topic or sequence related to one item by making a new item from the list relevant. Following the seminal paper by Schegloff and Sacks (1973), studies have shown that the participants rely on the material and embodied resources when achieving conversational closings (e.g. Laurier, 2008) and activity closings (e.g. Broth & Mondada, 2013). Modaff (2003) has shown how speakers manage the transition from opening to an institutional task by looking away from a co-participant toward a task-relevant physical object. In educational settings, sequence closings have been investigated, for example, by Åberg (2015, pp. 183–208), who analyzed how students and teachers transition from instruction to the closing phase of the instructional encounters. This paper builds on audio- and video-recordings of 22 teaching hours in higher education and 15 teaching hours in upper-secondary education (multiple cameras and voice-recorders were used), all of which were recorded in intermediate EFL classes in Czechia. The findings suggest that in addition to verbal resources, such as uttering “okay” – “yeah” (cf. Schegloff & Sacks, 1973), the speakers make the transition relevant by looking at the list of items in close coordination with manipulation thereof (touching or lifting the handout up from the desk) and with changes in body posture. The analysis focuses on the sequential organization of these moves, by which the speakers make the next item relevant. When both students have displayed their orientation to the list, they achieve the transition to the next item, typically by reading it out loud. This paper adds to the understanding of how EFL students negotiate the transition from one item to another in pairwork speaking activities.

Návaznosti

GA18-02363S, projekt VaV

Název: Interakce ve frontální výuce a skupinové práci v hodinách angličtiny na střední škole

Investor: Grantová agentura ČR, Interakce ve frontální výuce a skupinové práci v hodinách angličtiny na střední škole

Citovat

TŮMA, František. Achieving transitions from one item to another in pairwork speaking activities. In Conference of the International Institute for Ethnomethodology and Conversation Analysis (IIEMCA), Mannheim, Germany, July 2-5, 2019. 2019.

@proceedings{1597860,
   author = {Tůma, František},
   booktitle = {Conference of the International Institute for Ethnomethodology and Conversation Analysis (IIEMCA), Mannheim, Germany, July 2-5, 2019},
   language = {eng},
   title = {Achieving transitions from one item to another in pairwork speaking activities},
   year = {2019}
}

TY  - CONF
ID  - 1597860
AU  - Tůma, František
PY  - 2019
TI  - Achieving transitions from one item to another in pairwork speaking activities
N2  - In English as a foreign language (EFL) classes, students frequently speak in pairs. Although the items for discussion are typically fixed in advance and materialized in a list of questions or topics in a handout or textbook, the actual transitions from one item to another are managed locally by the students. Using conversation analysis, this paper investigates how the students coordinate their talk and the broader embodied and material resources (Streeck, Goodwin, & LeBaron, 2011) when transitioning from one item to another, i.e. how they achieve closure of one topic or sequence related to one item by making a new item from the list relevant. Following the seminal paper by Schegloff and Sacks (1973), studies have shown that the participants rely on the material and embodied resources when achieving conversational closings (e.g. Laurier, 2008) and activity closings (e.g. Broth & Mondada, 2013). Modaff (2003) has shown how speakers manage the transition from opening to an institutional task by looking away from a co-participant toward a task-relevant physical object. In educational settings, sequence closings have been investigated, for example, by Åberg (2015, pp. 183–208), who analyzed how students and teachers transition from instruction to the closing phase of the instructional encounters. This paper builds on audio- and video-recordings of 22 teaching hours in higher education and 15 teaching hours in upper-secondary education (multiple cameras and voice-recorders were used), all of which were recorded in intermediate EFL classes in Czechia. The findings suggest that in addition to verbal resources, such as uttering “okay” – “yeah” (cf. Schegloff & Sacks, 1973), the speakers make the transition relevant by looking at the list of items in close coordination with manipulation thereof (touching or lifting the handout up from the desk) and with changes in body posture. The analysis focuses on the sequential organization of these moves, by which the speakers make the next item relevant. When both students have displayed their orientation to the list, they achieve the transition to the next item, typically by reading it out loud. This paper adds to the understanding of how EFL students negotiate the transition from one item to another in pairwork speaking activities.
ER  -

TŮMA, František. Achieving transitions from one item to another in pairwork speaking activities. In \textit{Conference of the International Institute for Ethnomethodology and Conversation Analysis (IIEMCA), Mannheim, Germany, July 2-5, 2019}. 2019.

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