Designedly Incomplete Elicitations: Teachers' Multimodal Practices to Mobilise Student-Next Action in Chilean Secondary EFL Classrooms

Autor/inn/en	Walper, Katherina; Reed, Darren; Marsden, Heather
Titel	Designedly Incomplete Elicitations: Teachers' Multimodal Practices to Mobilise Student-Next Action in Chilean Secondary EFL Classrooms
Quelle	In: Classroom Discourse, 14 (2023) 1, S.24-44 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walper, Katherina) ORCID (Reed, Darren) ORCID (Marsden, Heather)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2021.1920997
Schlagwörter	Secondary School Students; Student Participation; English (Second Language); Second Language Learning; Second Language Instruction; Nonverbal Communication; Foreign Countries; Classroom Techniques; Language Teachers; Teacher Student Relationship; Classroom Communication; Teaching Methods; Multimedia Instruction; Video Technology; Interaction Process Analysis; Chile + Suchen Sie Ihr Suchwort? Sekundarschüler; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Non-verbal communication; Nonverbale Kommunikation; Ausland; Klassenführung; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen; Prozessanalyse
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01