ABSTRACT

During teacher-centred classroom interaction, teachers often fail to solicit volunteer turn-takers. Even if students display their unwillingness to take a turn at the moment, teachers sometimes have no choice but to allocate them the turn, to move forward with the ongoing pedagogical activity. In such a moment, there can be a conflict between the students’ autonomy in securing private time and the teacher’s authority in forcing them to participate in the central activity. Paying special attention to such sensitive moments, this study explores how the teacher deals with them. The data for this study came from video recordings of English language classrooms in secondary education settings in Japan. Multimodal conversation analysis revealed that the teachers’ particular embodied practice involves directing the gaze not towards the students but the notebook in their hands prior to turn allocation to a student. The teachers implemented this embodied practice in a sequentially recognisable manner. This practice allowed the teachers to mitigate their act of violating the classroom’s social norm of ‘allocating a turn to a willing speaker’. Based on the findings, this study discusses the classroom teacher’s authority within the context of social relations with the students.

摘要

在以教师为中心的课堂互动中，教师往往无法征求志愿者的意见。即使学生此时表现出不愿意轮流上课，教师有时也别无选择，只能给他们分配轮流，以继续进行正在进行的教学活动。在这样的时刻，学生争取私人时间的自主权与教师强迫他们参加中心活动的权威之间可能会发生冲突。本研究特别关注这些敏感时刻，探讨教师如何应对这些时刻。本研究的数据来自日本中等教育环境中英语课堂的录像。多模态对话分析表明，在轮流分配给学生之前，教师的特定具体实践包括将目光指向学生而不是学生手中的笔记本。教师以可识别的顺序方式实施这种具体实践。这种做法使教师能够减轻他们违反课堂“将轮流分配给愿意发言者”的社会规范的行为。基于调查结果，本研究讨论了课堂教师在与学生的社会关系背景下的权威。这种做法使教师能够减轻他们违反课堂“将轮流分配给愿意发言者”的社会规范的行为。基于调查结果，本研究讨论了课堂教师在与学生的社会关系背景下的权威。这种做法使教师能够减轻他们违反课堂“将轮流分配给愿意发言者”的社会规范的行为。基于调查结果，本研究讨论了课堂教师在与学生的社会关系背景下的权威。