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Learner Initiatives in the EFL Classroom: a Public/Private Phenomenon
ELT Journal ( IF 2.481 ) Pub Date : 2020-03-07 , DOI: 10.1093/elt/ccaa006
Shane Donald

This paper examines how a teacher responds to ‘learner initiatives’ during classroom instruction. Learner initiatives refer to students making ‘uninvited’ contributions in class when not selected as the next speaker. This paper focuses on learners initiating an interactional sequence through asking the teacher a question. Using conversation analysis, this research describes two practices adopted by a teacher when responding to such learner initiatives. These practices shape how learners participate within learner-initiated interactional sequences and hence the opportunities that occur for learning the target language. The teacher utilizes recipient design to either better understand learner queries or explicitly answer learner questions as part of dealing with learner initiatives. This paper contributes to understanding of how learner initiatives are managed by teachers and has a role to play in teacher education by raising practitioner awareness of how this aspect of classroom interaction can be managed to further learner participation.

中文翻译:

EFL课堂中的学习者主动性:公共/私人现象

本文研究了教师在课堂教学中如何回应“学习者的主动性”。学习者计划是指未选择下一个演讲者时在课堂上做出“不请自来”贡献的学生。本文着重于学习者通过向老师提问来启动互动序列。这项研究使用对话分析,描述了教师在回应此类学习者举措时采用的两种做法。这些实践决定了学习者如何参与学习者发起的交互序列,从而影响了学习目标语言的机会。老师利用接受者的设计来更好地理解学习者的疑问或明确回答学习者的问题,作为应对学习者主动性的一部分。
更新日期:2020-03-07
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