Voici les ƩlƩments 1 - 2 sur 2
  • Publication
    AccĆØs libre
    The multimodal organization of speaker selection in classroom interaction
    (2015-5-23) ;
    Berger, Evelyne
    Drawing on conversation analytic research on classroom interaction, this paper focuses on teachersā€™ selection of a specific student to provide a response (i.e. speaker nomination) in French-as-a-second-language classrooms. The analysis first describes the interactional accomplishment of turn-allocation as resulting from both the student's embodied displays of availability to respond and the teacher's recognition of that availability. Second, the analysis shows that availability for speaker selection is consequential for subsequent talk. Indeed, the way turn transition and sequence organization are accomplished after speaker nomination sharply contrasts depending on whether the selected student has previously displayed availability or not. The findings show that turn-allocation in the classroom is more relevantly broached as the result of the participantsā€™ collaborative adjustments, rather than as reflecting the teacher's control over the organization of turn-allocation.
  • Publication
    MƩtadonnƩes seulement
    Documenting change across time: longitudinal and cross-sectional CA studies of classroom interaction
    (Hoboken, New Jersey: Wiley-Blackwell, 2015) ; ;
    Markee, Numa
    The classroom as a site of learning has been the focus of research stemming from a large variety of theoretical backgrounds. The unique feature of conversation analytic (CA) classroom studies is that these document the accountable methods that members use to participate in social interactions within the classroom, thereby showing how factors such as motivation or competence emerge in and through the detailed unfolding of interaction. In this paper, we present current CA research on classroom interaction concerned with documenting change across time at different levels of granularity. We first discuss studies investigating change across short time-spans (minutes, seconds) and then turn to work documenting change across longer time-spans, based on longitudinal or cross-sectional designs. CA studies of classroom interaction that document change over time are most prominently concerned with the development of interactional competence (in a first or a second language). We show that existing findings support an understanding of the development of interactional competence as comprising speakersā€™ increased ability to deal with issues such as recipient design and preference organization, thereby enabling speakers to better tailor their turns and actions to fit the displayed expectations, needs and states of knowledge of co-participants.