ABSTRACT

Managing student participation is a key interactional and instructional task in any classroom. This is even more relevant in language classrooms, as students need to demonstrate understanding, knowledge and proficiency through the production of lexical, phrasal, clausal or sentential elements. Question-Answer-sequences have been the focus within the Initiation-Response-Feedback pattern; however, another kind of initiation is that of turns with incomplete turn-constructional-units which students need to complete in the next sequential slot. This study explores elicitations designed as incomplete in five secondary EFL classrooms in the South of Chile. Analysis follows a multimodal Conversation Analytic approach. Results show that teachers mobilise turn-completion not only through gaze and gestures to explicitly signal to students that the floor is open, but also to project turn completion and index the relevance of the teaching materials. This study contributes to the understanding of teachers’ practices to manage participation and the progression of the pedagogical project in general, and to previous research on designedly incomplete utterances, in particular.

摘要

管理学生参与是任何课堂中的一项关键互动和教学任务。这在语言课堂上更为重要，因为学生需要通过产生词汇、短语、从句或句子元素来展示理解、知识和熟练程度。问答序列一直是启动-响应-反馈模式中的焦点；然而，另一种启动是具有不完整的转弯结构单元的转弯，学生需要在下一个顺序槽中完成这些转弯。本研究探讨了在智利南部的五个中学 EFL 教室中设计为不完整的启发。分析遵循多模式对话分析方法。结果表明，教师不仅通过注视和手势来调动完成回合，以向学生明确表示地板是开放的，而且还可以预测完成回合和索引教材的相关性。本研究有助于理解教师管理参与和教学项目总体进展的实践，特别是有助于以前对故意不完整话语的研究。