Social Interaction and L2 Classroom Discourse

Studies in Social Interaction

Social Interaction and L2 Classroom Discourse

Olcay Sert

Social Interaction and L2 Classroom Discourse

Studies in Social Interaction Series Editors: Steve Walsh, Paul Seedhouse and Christopher Jenks Presenting data from a range of social contexts including education, the media, the workplace, and professional development, the Studies in Social Interaction series uncovers, among other things, the ways in which tasks are accomplished, identities formed and communities established. Each volume in the series places social interaction at the centre of discussion and presents a clear overview of the work which has been done in a particular context. Books in the series provide examples of how data can be approached and used to uncover social-interaction themes and issues, and explore how research in social interaction can feed into a better understanding of professional practices and develop new research agendas. Through stimulating tasks and accompanying commentaries, readers are engaged and challenged to reflect on particular themes and relate the discussion to their own context. Series Editors Steve Walsh is Professor of Applied Linguistics at Newcastle University Paul Seedhouse is Professor of Educational and Applied Linguistics at Newcastle University Christopher Jenks is Assistant Professor of English and Intensive English/TESOL Coordinator at the University of South Dakota Titles available in the series: Social Interaction in Second Language Chat Rooms Social Interaction and L2 Classroom Discourse Visit the Studies in Social Interaction website at http://www.euppublishing.com/series/ssint

Christopher Jenks Olcay Sert

Social Interaction and L2 Classroom Discourse Olcay Sert

© Olcay Sert, 2015 Edinburgh University Press Ltd The Tun – Holyrood Road, 12(2f) Jackson’s Entry, Edinburgh EH8 8PJ www.euppublishing.com Typeset in 10/12 Minion by Servis Filmsetting Ltd, Stockport, Cheshire, and printed and bound in Great Britain by CPI Group (UK) Ltd, Croydon CR0 4YY A CIP record for this book is available from the British Library ISBN 978 0 7486 9263 7 (hardback) ISBN 978 0 7486 9265 1 (webready PDF) ISBN 978 0 7486 9264 4 (paperback) ISBN 978 0 7486 9266 8 (epub) The right of Olcay Sert to be identified as the author of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988, and the Copyright and Related Rights Regulations 2003 (SI No. 2498).

CONTENTS

List of Abbreviations viii Acknowledgementsx 1 Introduction to the Book  1.1 Introduction   1.2 The Significance of this Book   1.3 The Dataset   1.4 Contents of the Book

1 1 3 4 5

2 Social Interaction and L2 Classroom Discourse 9  2.1 Introduction 9   2.2 Interaction as a Social Phenomenon 10   2.3 Approaches to (L2) Classroom Discourse 14   2.4 Conversation Analysis: A Sequential Approach to Classroom Interaction17   2.5 Transcription Conventions 24   2.6 L2 Classroom Contexts 26  2.7 Conclusion 32 3 Co-­construction of Understanding in L2 Classroom Interaction 33  3.1 Introduction 33   3.2 CA-­for-­SLA and L2 Interactional Competence 34   3.3 Epistemic, Multimodal, and Multilingual Resources 44   3.4 Teacher Talk, Student Participation, and L2 Learning Opportunities52   3.5 L2 Classroom Interactional Competence 54  3.6 Conclusion 56 4 From Troubles to Resolution: Management of Displays and Claims of Insufficient Knowledge in L2 Classrooms  4.1 Introduction   4.2 The Interactional Unfolding of CIK   4.3 ESC as an Interactional Phenomenon   4.4 (Un)Willingness to Participate as Participants’ Concern

58 58 60 67 75

vi

contents

  4.5 Successful Management of CIK   4.6 Discussion and Conclusion

79 84

5 Use of Multimodal Resources in L2 Classroom Interaction  5.1 Introduction   5.2 Multimodal Resources used in Repairing Hearing and Understanding Problems   5.3 Multimodal Resources used in Doing Correction   5.4 Multimodal Resources in Elicitation Sequences   5.5 Multimodal Resources in Explanation Sequences   5.6 Multimodal Resources in ‘Orientations to Learning’  5.7 Conclusion

87 87 88 93 101 104 106 109

6 Use of Multilingual Resources in L2 Classroom Interaction  6.1 Introduction   6.2 Teacher-­Initiated Code-­Switching   6.3 Teacher-­Induced Code-­Switching   6.4 Management of Student-­Initiated Code-­Switching  6.5 Conclusion

112 112 113 119 126 131

7 Implications for Teaching in L2 Classrooms  7.1 Introduction   7.2 Management of Interactional Troubles   7.3 Increased Awareness of UTP   7.4 Multimodal Aspects of CIC   7.5 Multilingual Aspects of CIC   7.6 Learner Initiatives and Managing Epistemic, Multilingual, and Multimodal Resources  7.7 Conclusion

134 134 135 139 141 145 149 152

8 Implications for Language Teacher Education 154  8.1 Introduction 154   8.2 Tracing the Development of CIC 155   8.3 A Microscopic and Reflective Model for Language Teacher Education163  8.4 Conclusion 169 9 Discussion and Conclusion  9.1 Introduction   9.2 Research Ethics   9.3 Future Directions  9.4 Conclusion

170 170 171 172 175

contents vii Appendices177 References181 Index197

LIST OF ABBREVIATIONS

CA Conversation Analysis CA-­for-­SLA Conversation Analysis for Second Language Acquisition CD classroom discourse CIC Classroom Interactional Competence CIK claims of insufficient knowledge CL Corpus Linguistics CLCA Corpus Linguistics and Conversation Analysis CLIL Content and Language Integrated Learning DA Discourse Analysis DIU Designedly Incomplete Utterance EAL English as an Additional Language EFL English as a Foreign Language ELT English Language Teaching EPA explicit positive assessment ESC epistemic status check ESL English as a Second Language ESS epistemic search sequence FFI focus on form instruction FL Foreign Language IDKs ‘I don’t know’s’ IRE Initiation/Response/Evaluation IRF Initiation/Response/Feedback-­Follow up LBT Learning Behaviour Tracking LOT Learning Object Tracking LPT Learning Process Tracking RP reflective practice SLA Second Language Acquisition SLC shaping learner contributions TAL Turkish as an Additional Language TCU Turn Constructional Unit TESOL Teaching English to Speakers of Other Languages TRP Transition Relevance Place

abbreviations UBL UTP WTC WTP

usage-­based linguistics unwillingness to participate willingness to communicate willingness to participate

ix

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INDEX

adjacency pair, 18, 19 agency, 23, 53, 130 board, 39, 40, 81–2, 98, 99, 107 body orientation, 62, 87 CA-for-SLA, 34–8 change of state token, 40, 162 claims of insufficient knowledge (CIKs), 7, 46–7, 55, 59, 60–7, 79–83, 137 embodied CIK, 66, 76, 80 classroom discourse, 1, 14–16 classroom interactional competence, 6, 54–6, 103, 123, 134, 155–63 classroom modes, 54 CLIL, 48, 49, 55 code-switching, 50, 113 learner-initiated, 51, 126–31 teacher-induced, 51, 120–6 teacher-initiated, 51, 113–19 confirmation token, 42, 69, 93, 98, 107 contextuality, 2, 12, 20 continuation marker, 42, 96 conversation analysis, 2, 17–21, 154 designedly incomplete utterance (DIU), 24, 28, 81, 102–3, 119, 128, 138 discourse analysis, 16 discourse marker, 42, 82, 98 EAL, 1, 4 EFL, 1, 5, 19, 27, 28, 31 elicitation, 83, 101–4 embodied elicitation, 102 emic perspective, 2, 10–12 English as a lingua franca, 45 epistemic status check (ESC), 46, 59, 67–75, 84, 125, 137 embodied ESC, 74 epistemics, 44–7 epistemic access, 44, 78 epistemic authority, 71 epistemic search sequences, 45 epistemic stance, 66 social epistemics, 45

ESL, 10 ethnomethodology, 17 exogenous theory in CA-for-SLA, 37 explanations, 49, 80 embodied vocabulary explanation, 80, 87, 104–6, 138 explicit positive assessment, 23, 28, 40, 42, 53, 81, 103 face, 71 focus-on-form instruction, 35 gaze, 20, 48, 87, 107 establishing mutual gaze, 62, 72, 74, 76, 78, 91 gaze aversion, 72, 74, 75, 78, 79, 141 gaze withdrawal, 66, 75, 78 obtaining gaze, 61, 66, 74, 78, 82, 90 German, 5, 13, 50 gestures, 42, 48–9, 141–5 deictic gesture, 42, 43, 109 hand gestures, 49, 81, 85, 88, 94–106, 161 hand to ear gesture, 89–92 head gestures, 49, 87 head nod, 63 iconic gestures, 85, 138 raising/lifting eyebrows, 66, 76 shaking head, 66, 72, 75, 76 grammar, 27, 81, 94–5 I don’t know’s (IDKs), 46 IMDAT, 164–8 institutional interaction, 12–13 instructed language learning, 1 instructions, 31 interaction analysis, 15–16 interaction hypothesis, 35 interactional space, 136 interactional trouble, 58, 79, 85, 135–9 interruption, 10–12 intersubjectivity, 58 IRF/E, 16, 21, 23–4, 53 L2 classroom contexts, 26–31 form-and-accuracy context, 27–8, 81, 102

197

198

index

L2 classroom contexts (cont.) meaning-and-fluency context, 28–9, 41, 64, 74, 77, 91, 117, 127 procedural context, 31 task-oriented context, 29–30 L2 classroom discourse, 9 L2 classroom interaction, 2 L2 interactional competence, 36–8 language policing, 51 language taster session, 4, 5 laughter, 21, 42, 66, 79, 99, 101, 117, 123 learnable, 42, 43 learner initiatives, 53, 130, 149–52 learning, 34, 36, 81, 105, 106–9 learning behaviour tracking (LBT), 36 learning object tracking (LOT), 36 learning process tracking (LPT), 36 learning talk analysis, 37, 107 longitudinal data, 8 Luxembourg, 4, 40 Markee, 12, 23, 36, 37 mode-switching/shift of pedagogical focus, 96, 144 motivation, 79, 139, 173 multilingual resources, 50–2, 145–9 multilogue, 40, 52, 91 multimodal resources, 47–9, 85, 87–111, 141–5 multimodal semiotics, 15, 49 negotiation of meaning, 30, 88 next-turn-proof procedure, 18 nonverbal, 26, 31, 84 opportunities for learning, 23, 52 overlap, 10–12, 25 overlap resolution device, 42 pedagogical mismatch, 69, 128 pedagogical shifts, 69 pointing, 61, 72, 74, 87, 89, 92 post-expansion, 21, 23, 53, 55 non-minimal post-expansion, 21, 78 posture, 74, 108 leaning forward, 74, 78 preference, 19, 20 dispreference, 28 projection, 20 pronunciation, 91–2, 95 questions, 24 information seeking questions, 24, 79 known answer questions, 24 known information questions, 24

recipiency, 60, 62, 67, 74, 75, 87 reflective practice, 155–60, 163–4 reformulation, 93 repair, 19, 20, 28, 35, 58, 92 embedded repair/correction, 29, 93, 95, 143 embodied repair, 88–93 other-repair, 20, 35, 98, 99, 110 self-repair, 40, 42, 70, 80, 91, 107 request for clarification, 28, 79, 90 request for confirmation, 42 round robins, 48 scrambled dialogue, 30 Seedhouse, 9, 16, 26–31 shaping learner contributions, 53, 55–6, 93, 137 short story, 38, 60, 80 side sequence, 100 silence, 25, 62, 71, 78 smile, 42, 43, 70, 71, 72, 78, 83, 99, 119, 137 social interaction, 10 sociocultural theory, 15 song, 67, 73, 76 speaking activity, 28–9, 64 TCU, 18, 20, 66 nonverbal TCU, 73 teacher talk, 52 transcription conventions, 24–6 translanguaging, 112 TRP, 18, 20, 42 Turkey, 4, 5, 28, 155 Turkish as an additional language, 4, 5, 30 turn distribution, 84 turn taking and allocation, 21–3, 48 embodied allocation, 48 UK, 4 uptake, 100 vocabulary, 40, 62, 68, 72, 80, 97–8, 101, 102, 104 volume, 26 wait-time, 62, 136 Walsh, 6, 14, 52, 54–6 willingness to communicate (WTC), 79, 139, 173 willingness to participate (WTP), 43, 48, 74, 75, 87 unwillingness to participate (UTP), 59, 66, 67, 75–9, 85, 117, 139–41, 173 willingness to talk, 62