Student initiated departures from the initiation-response-feedback (IRF) format.
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Дата
2019
Автори
Назва журналу
Номер ISSN
Назва тому
Видавець
Університет імені Альфреда Нобеля
Анотація
The article presents the results of a study of interactions in a second language classroom. Using
Conversation Analysis as the primary method of scientific inquiry the author investigates the student
initiated departures from the Initiation-Response-Feedback (IRF) format claimed to be predominant in the
educational contexts. The segment of the lesson analyzed in the present article is the “homework check”
segment which traditionally initiates the lesson and is an example of a teacher-fronted classroom activity
meaning that the time classroom interaction was unrolling in a very structured way. Still, the students were
systematically finding ways of taking control over what is happening and reshaping interactional patterns
in terms of content, form and participants of the classroom speech events. In particular, the students were
actively self-selecting as the next speakers when not invited to speak by the teacher and using the turn
allocated within IRF structure of interaction in order to stir the current interaction in the direction that
couldn’t be planned or predicted by the teacher. This dynamism, however, seems dependent not only
on the teacher’s willingness to sometimes “give the floor” to students but to level of agency exhibited
by students. They raised questions and initiated discussions which ultimately contribute to deeper
understanding of the grammatical phenomena studied and, through personal agency, position themselves
as active participants in the learning process. Thus, it is demonstrated that departures from IRF create an
alternative universe in which inferences, hypotheses, assumptions and expectations about language use
are shared, explored, analyzed, adopted or discarded and it is this highly collaborative communicative
process that provides second language learners with support and resources for further learning as well as
opportunities of naturalistic conversation.
Опис
Ключові слова
second language acquisition, classroom discourse, IRF, classroom interaction