Claiming insufficient knowledge in pairwork and groupwork
classroom activities

J 2023

Claiming insufficient knowledge in pairwork and groupwork classroom activities

SHERMAN, Tamah a František TŮMA

Základní údaje

Originální název

Claiming insufficient knowledge in pairwork and groupwork classroom activities

Autoři

SHERMAN, Tamah (840 Spojené státy, domácí) a František TŮMA (203 Česká republika, garant, domácí)

Vydání

LEARNING CULTURE AND SOCIAL INTERACTION, ELSEVIER, 2023, 2210-6561

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

60201 General language studies

Stát vydavatele

Nizozemské království

Utajení

není předmětem státního či obchodního tajemství

Odkazy

DOI

Impakt faktor

Impact factor: 1.900 v roce 2022

Kód RIV

RIV/00216224:14210/23:00134302

Organizační jednotka

Filozofická fakulta

DOI

http://dx.doi.org/10.1016/j.lcsi.2023.100758

UT WoS

001121822200001

Klíčová slova anglicky

Claims of insufficient knowledge; Learning in interaction; Conversation Analysis; Epistemics; Multimodality; Groupwork

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 11. 3. 2024 10:50, Mgr. Jana Pelclová, Ph.D.

Anotace

V originále

This conversation analytic paper explores how students in pair and groupwork tasks produce and respond to claims of insufficient knowledge (CIKs). Based on 7 h of video recordings of peer interaction from 18 English as a Foreign Language (EFL) classes in Czech secondary schools, we analyze how students express and negotiate their epistemic status using CIKs: when producing a CIK, the current speaker assumes a not-knowing status, thus making the imminent speaker change more relevant, as the next speaker then typically reveals his or her epistemic status. We also show that when a CIK is produced dyadic interactions in second position, the first speaker then produces a knowledge display response, or another CIK, resulting in abandoning the question, which differs from sequences that can be found in frontal teaching. The findings also show that CIKs can be used to resume task-related talk and initiate repair sequences focusing on language issues that the task comprises. Thus, CIKs can be viewed as central interactional resources for students to manage the task, i.e., to invite others to contribute, to resume their talk, or to abandon the current question, and to initiate repair sequences focusing on problematic items from the task.

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

SHERMAN, Tamah a František TŮMA. Claiming insufficient knowledge in pairwork and groupwork classroom activities. LEARNING CULTURE AND SOCIAL INTERACTION. ELSEVIER, 2023, roč. 43, December 2023, s. 1-18. ISSN 2210-6561. Dostupné z: https://dx.doi.org/10.1016/j.lcsi.2023.100758.

@article{2343597,
   author = {Sherman, Tamah and Tůma, František},
   article_number = {December 2023},
   doi = {http://dx.doi.org/10.1016/j.lcsi.2023.100758},
   keywords = {Claims of insufficient knowledge; Learning in interaction; Conversation Analysis; Epistemics; Multimodality; Groupwork},
   language = {eng},
   issn = {2210-6561},
   journal = {LEARNING CULTURE AND SOCIAL INTERACTION},
   title = {Claiming insufficient knowledge in pairwork and groupwork classroom activities},
   url = {https://doi.org/10.1016/j.lcsi.2023.100758},
   volume = {43},
   year = {2023}
}

TY  - JOUR
ID  - 2343597
AU  - Sherman, Tamah - Tůma, František
PY  - 2023
TI  - Claiming insufficient knowledge in pairwork and groupwork classroom activities
JF  - LEARNING CULTURE AND SOCIAL INTERACTION
VL  - 43
IS  - December 2023
SP  - 1-18
EP  - 1-18
PB  - ELSEVIER
SN  - 22106561
KW  - Claims of insufficient knowledge
KW  - Learning in interaction
KW  - Conversation Analysis
KW  - Epistemics
KW  - Multimodality
KW  - Groupwork
UR  - https://doi.org/10.1016/j.lcsi.2023.100758
N2  - This conversation analytic paper explores how students in pair and groupwork tasks produce and respond to claims of insufficient knowledge (CIKs). Based on 7 h of video recordings of peer interaction from 18 English as a Foreign Language (EFL) classes in Czech secondary schools, we analyze how students express and negotiate their epistemic status using CIKs: when producing a CIK, the current speaker assumes a not-knowing status, thus making the imminent speaker change more relevant, as the next speaker then typically reveals his or her epistemic status. We also show that when a CIK is produced dyadic interactions in second position, the first speaker then produces a knowledge display response, or another CIK, resulting in abandoning the question, which differs from sequences that can be found in frontal teaching. The findings also show that CIKs can be used to resume task-related talk and initiate repair sequences focusing on language issues that the task comprises. Thus, CIKs can be viewed as central interactional resources for students to manage the task, i.e., to invite others to contribute, to resume their talk, or to abandon the current question, and to initiate repair sequences focusing on problematic items from the task.
ER  -

SHERMAN, Tamah a František TŮMA. Claiming insufficient knowledge in pairwork and groupwork classroom activities. \textit{LEARNING CULTURE AND SOCIAL INTERACTION}. ELSEVIER, 2023, roč.~43, December 2023, s.~1-18. ISSN~2210-6561. Dostupné z: https://dx.doi.org/10.1016/j.lcsi.2023.100758.

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