| TŮMA, František and Nicola Catherine FOŘTOVÁ. Doing exposed correction in the language classroom : A conversation analysis perspective. Yearbook of the Poznan Linguistic Meeting. Adam Mickiewicz University, Poznań, 2020, vol. 6, No 1, p. 221-242. ISSN 2449-7525. |
Other formats:
BibTeX
LaTeX
RIS
@article{1827698,
author = {Tůma, František and Fořtová, Nicola Catherine},
article_number = {1},
keywords = {onversation analysis; correction; repair; classroom interaction; English as a foreign language},
language = {eng},
issn = {2449-7525},
journal = {Yearbook of the Poznan Linguistic Meeting},
title = {Doing exposed correction in the language classroom : A conversation analysis perspective},
url = {https://pressto.amu.edu.pl/index.php/yplm/article/view/31287/27626},
volume = {6},
year = {2020}
}
TY - JOUR
ID - 1827698
AU - Tůma, František - Fořtová, Nicola Catherine
PY - 2020
TI - Doing exposed correction in the language classroom : A conversation analysis perspective
JF - Yearbook of the Poznan Linguistic Meeting
VL - 6
IS - 1
SP - 221-242
EP - 221-242
PB - Adam Mickiewicz University, Poznań
SN - 24497525
KW - onversation analysis
KW - correction
KW - repair
KW - classroom interaction
KW - English as a foreign language
UR - https://pressto.amu.edu.pl/index.php/yplm/article/view/31287/27626
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 problems that have occurred, both in mundane conversation and institutional talk. Using conversation analysis, a dataset of 18 teaching hours (1585 minutes 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 lan-guage (EFL) classrooms when conducting exposed correction. The analysis shows that in exposed correction sequences 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
ER -
TŮMA, František and Nicola Catherine FOŘTOVÁ. Doing exposed correction in the language classroom : A conversation analysis perspective. \textit{Yearbook of the Poznan Linguistic Meeting}. Adam Mickiewicz University, Pozna\'n, 2020, vol.~6, No~1, p.~221-242. ISSN~2449-7525.
|
