Claiming insufficient knowledge in pairwork and groupwork
classroom activities

J 2023

Claiming insufficient knowledge in pairwork and groupwork classroom activities

SHERMAN, Tamah and František TŮMA

Basic information

Original name

Claiming insufficient knowledge in pairwork and groupwork classroom activities

Authors

SHERMAN, Tamah (840 United States of America, belonging to the institution) and František TŮMA (203 Czech Republic, guarantor, belonging to the institution)

Edition

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

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

60201 General language studies

Country of publisher

Netherlands

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

DOI

Impact factor

Impact factor: 1.900 in 2022

RIV identification code

RIV/00216224:14210/23:00134302

Organization unit

Faculty of Arts

DOI

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

UT WoS

001121822200001

Keywords in English

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

Abstract

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.

Links

GA18-02363S, research and development project

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

Investor: Czech Science Foundation

Citovat

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

Detailed Information on Publication Record