Abstract This paper explores teacher elicitation practices following a perceived absence of a response to an initial inquiry. Specifically, we focus on whole class post-task discussions where a teacher pursues responses in post-first position following students’ non-uptake, and thus makes her orientation toward the expectation of a response publicly available. The data for this study come from 30 h of video-recorded classroom interactions in an English as a medium of instruction university in Turkey. Using Conversation Analysis, this study demonstrates that when confronted with a non-response to her initial elicitation in whole class interaction, in addition to drawing on interactional resources (e.g., designedly incomplete utterances, increments) that have been described in earlier research on response pursuits, the teacher uses two additional strategies to secure an answer: (1) modeling a response by personalizing the task, and (2) drawing on a range of multimodal resources (i.e., pedagogical artifact, embodied behavior, vocalization) to elicit engagement. The study particularly focuses on how the teacher employs multimodal tools to promote engagement and to further the progress of the ongoing pedagogical activity (i.e., reflective discussions) when a response is due but not provided. The findings have implications for understanding the design and delivery of teacher response pursuits, and thus contribute to our understanding of turn allocation practices during the whole class sharing phase in content classrooms.

中文翻译：

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全班课后讨论中的教师反应追求

摘要 本文探讨了在对初始询问没有回应的情况下教师引出实践。具体来说，我们专注于全班的任务后讨论，在这种讨论中，教师在学生不接受后在后第一位置寻求回应，从而使她对回应的期望公开可用。本研究的数据来自土耳其一所以英语为教学语言的大学进行的 30 小时视频录制的课堂互动。使用对话分析，本研究表明，当她在全班互动中遇到对她最初的启发没有反应时，除了利用早期反应追求研究中描述的互动资源（例如，故意不完整的话语、增量） , 教师使用两种额外的策略来确保答案：（1）通过个性化任务来模拟响应，以及（2）利用一系列多模式资源（即教学人工制品、具体行为、发声）来引起参与。该研究特别关注教师如何使用多模式工具来促进参与，并在应有回应但未提供回应时促进正在进行的教学活动（即反思性讨论）的进展。研究结果对理解教师响应追求的设计和交付具有重要意义，从而有助于我们理解内容课堂中全班级共享阶段的轮次分配实践。教学神器、具体行为、发声）以引起参与。该研究特别关注教师如何使用多模式工具来促进参与，并在应有回应但未提供回应时促进正在进行的教学活动（即反思性讨论）的进展。研究结果对理解教师响应追求的设计和交付具有重要意义，从而有助于我们理解内容课堂中全班级共享阶段的轮次分配实践。教学神器、具体行为、发声）以引起参与。该研究特别关注教师如何使用多模式工具来促进参与，并在应有回应但未提供回应时促进正在进行的教学活动（即反思性讨论）的进展。研究结果对理解教师响应追求的设计和交付具有重要意义，从而有助于我们理解内容课堂中全班级共享阶段的轮次分配实践。