| TŮMA, František and 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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@proceedings{1727397,
author = {Tůma, František and Fořtová, Nicola Catherine},
booktitle = {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},
keywords = {classroom interaction; correction; English as a foreign language; conversation analysis},
language = {eng},
title = {Doing exposed correction in the language classroom : A conversation analysis perspective},
url = {https://anglistika.phil.muni.cz/brno2020},
year = {2020}
}
TY - CONF
ID - 1727397
AU - Tůma, František - Fořtová, Nicola Catherine
PY - 2020
TI - Doing exposed correction in the language classroom : A conversation analysis perspective
KW - classroom interaction
KW - correction
KW - English as a foreign language
KW - conversation analysis
UR - https://anglistika.phil.muni.cz/brno2020
L2 - https://anglistika.phil.muni.cz/brno2020
N2 - 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.
ER -
TŮMA, František and Nicola Catherine FOŘTOVÁ. Doing exposed correction in the language classroom : A conversation analysis perspective. In \textit{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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