Turn-taking in discussions after student presentations: A conversation analytic perspective
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| Year of publication | 2016 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | This paper uses conversation analysis to address the dynamics and organization of turn-taking in discussions that follow student presentations. The data comprises 12 student presentations and subsequent discussions recorded within the research project Classroom interaction in English language teaching in higher education (GA ČR 15-08857S). The video-recordings are a subset of the material collected within a case study of an English as a foreign language course. The dynamics of the process of transitioning from turn-type pre-allocation (the students finishing their presentation and typically asking for questions) to mediated turn-allocation (the teacher becoming a moderator and asking for additional questions) is discussed in the light of the data, theory and other studies. |
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