TŮMA, František a Nicola Catherine FOŘTOVÁ. Doing exposed correction in the language classroom : A conversation analysis perspective. In 11th Brno International Conference of English, American and Canadian Studies : "Breaking the Boundaries : In Between Texts, Cultures and Conventions", 12–14 February, 2020, Brno, Faculty of Arts, Masaryk University. 2020.
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Základní údaje
Originální název Doing exposed correction in the language classroom : A conversation analysis perspective
Autoři TŮMA, František (203 Česká republika, garant, domácí) a Nicola Catherine FOŘTOVÁ (203 Česká republika, domácí).
Vydání 11th Brno International Conference of English, American and Canadian Studies : "Breaking the Boundaries : In Between Texts, Cultures and Conventions", 12–14 February, 2020, Brno, Faculty of Arts, Masaryk University, 2020.
Další údaje
Originální jazyk angličtina
Typ výsledku Prezentace na konferencích
Obor 50301 Education, general; including training, pedagogy, didactics [and education systems]
Stát vydavatele Česká republika
Utajení není předmětem státního či obchodního tajemství
WWW URL
Kód RIV RIV/00216224:14210/20:00114659
Organizační jednotka Filozofická fakulta
Klíčová slova anglicky classroom interaction; correction; English as a foreign language; conversation analysis
Štítky rivok
Příznaky Mezinárodní význam, Recenzováno
Změnil Změnila: Mgr. Zuzana Matulíková, učo 405304. Změněno: 1. 4. 2021 10:47.
Anotace
Exposed correction can be seen as a tool whose use on the one hand temporarily stops the progressivity of the talk, but at the same time makes it possible for the speakers in interaction to clarify factual problems that have occurred, both in mundane conversation and institutional talk. Using conversation analysis (CA), a dataset of 18 teaching hours (1585 mins of video-recordings of whole-class work in total) was examined to identify and describe the practices used by learners and teachers in English as a foreign language (EFL) classrooms when conducting exposed correction. The analysis of a collection of more than 100 instances of exposed correction shows that in exposed correction sequences in which the teachers correct immediately after student turns, there seems to be a requirement for the learners to produce a reaction to teacher correction. While learners typically repeat the correct form after the teacher has corrected them in a correction sequence that the learners initiated by displaying trouble producing the target language form, teacher-initiated sequences tend to generate minimal post-expansion on the part of the learners. When no student response comes, the teacher may expand the correction sequence. In our presentation we discuss the findings in the light of CA literature on correction as well as literature on English language teaching. Implications for teacher education will follow.
Návaznosti
GA18-02363S, projekt VaVNázev: Interakce ve frontální výuce a skupinové práci v hodinách angličtiny na střední škole
Investor: Grantová agentura ČR, Standardní projekty
VytisknoutZobrazeno: 4. 8. 2021 19:10