Response Tokens and Their Sequential Action in the Teacher Third Turn (Note 1) A Conversation Analysis Case Study in the EFL Classroom

@article{Ebshiana2020ResponseTA,
  title={Response Tokens and Their Sequential Action in the Teacher Third Turn (Note 1) A Conversation Analysis Case Study in the EFL Classroom},
  author={Asma Ebshiana},
  journal={International Journal of Linguistics},
  year={2020},
  volume={12},
  pages={26-43}
}
  • Asma Ebshiana
  • Published 1 March 2020
  • Education
  • International Journal of Linguistics
In classroom settings, students` responses are regularly evaluated through the ubiquitous three-part sequence. It is through this pattern that teachers encourage student participation. Usually, the teacher uses response tokens such as “Okay”, Right” /” Alright”, “Mhm” “Oh”, in the third turn slot. These tokens are crucial and recurrent because they show where the teacher assesses the correctness or appropriateness of the students’ responses either end the sequence or begin a turn which ends the… 

References

SHOWING 1-10 OF 32 REFERENCES
Investigating Three-part Sequence in Classroom interaction: A Case study of Pre-Sessional Program (PSP) as English for Academic Purposes(EAP)
This study uses Conversation Analysis (CA) in an investigation of classroom talk. It investigates the three-part sequence underpinning classroom interaction, specifically in data collected in an
Positive evaluation of student answers in classroom instruction
Within the context of teacher/whole-class instruction sequences, researchers have associated teacher evaluation of pupils’ answers to forms of traditional pedagogic discourse, also referred to as
Pedagogical Functions of Sequences Organization of Talk in the EFL Classroom
Conversational sequences appear to be basically built around a basic pair of adjacent interactional actions; such as a question which makes an answer become relevant next. However, in contexts other
Delayed next turn repair initiation in native/non-native speaker English conversation
Prior research on repair in everyday conversation has shown that efforts directed at problems in hearing or understanding by someone other than the speaker of the trouble-source utterance are
The Multifunctional Use of a Discourse Marker okay by Korean EFL Teachers
Schiffrin (1987) defines discourse markers (henceforth DMs) as “sequentially dependent elements which bracket units of talk” (p. 276). DMs have been regarded as a signpost used by a speaker to
The Right connections : Acknowledging epistemic progression in talk
It is proposed that the response token Right, in one important use, is a marker of epistemic dependency between two units of talk by a prior speaker, and that this talk has progressed the
Using Explicit Positive Assessment in the Language Classroom: IRF, Feedback, and Learning Opportunities.
Within the framework of sociocultural theory, learning is conceptualized as participation rather than acquisition (Donato, 2000). Given the governing metaphor of changing participation as learning
Social Interaction and L2 Classroom Discourse
This book offers a close investigation of interactional practices in L2 classrooms, and provides a deeper appreciation of the processes involved in the co-construction of understanding and knowledge
...
1
2
3
4
...