Recruiting help in word searches in L2 peer interaction : A multimodal conversation-analytic study
| Authors | |
|---|---|
| Year of publication | 2022 |
| Type | Article in Periodical |
| Magazine / Source | Linguistics and Education |
| MU Faculty or unit | |
| Citation | |
| Web | DOI |
| Doi | http://dx.doi.org/10.1016/j.linged.2021.100999 |
| Keywords | Word searches; Recruiting help; Accountability; Classroom interaction; English as a foreign language; Multimodal conversation analysis |
| Description | This study investigates how students recruit their peers’ assistance in collaborative word searches during speaking tasks in English as a foreign language (EFL) classes. Multimodal Conversation Analysis was used on a dataset of recordings from 18 upper-secondary classes to scrutinize how accountability and sanctionability of (not) responding are treated by the participants when a peer's help was not initially available. The analysis showed that there are several resources employed to adjust the participation framework in favor of co-operation when a peer is engaged in another activity, namely gaze, gesture, metapragmatic search markers, address terms and turning the word search into an explicitly formulated request. The co-participant may continue pursuing an institutionally relevant task (e.g., note-taking) or account for the lack of response by claiming hearing problems. These findings shed light on the multiple ways in which assistance in peer interaction can be recruited in classroom settings. |
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