Doing exposed correction in the language classroom : A conversation analysis perspective

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Publikace nespadá pod Pedagogickou fakultu, ale pod Filozofickou fakultu. Oficiální stránka publikace je na webu muni.cz.
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TŮMA František FOŘTOVÁ Nicola Catherine

Rok publikování 2020
Druh Další prezentace na konferencích
Fakulta / Pracoviště MU

Filozofická fakulta

Citace
Popis Exposed correction can be seen as a tool whose use on the one hand temporarily stops the progressivity of the talk, but at the same time makes it possible for the speakers in interaction to clarify factual problems that have occurred, both in mundane conversation and institutional talk. Using conversation analysis (CA), a dataset of 18 teaching hours (1585 mins of video-recordings of whole-class work in total) was examined to identify and describe the practices used by learners and teachers in English as a foreign language (EFL) classrooms when conducting exposed correction. The analysis of a collection of more than 100 instances of exposed correction shows that in exposed correction sequences in which the teachers correct immediately after student turns, there seems to be a requirement for the learners to produce a reaction to teacher correction. While learners typically repeat the correct form after the teacher has corrected them in a correction sequence that the learners initiated by displaying trouble producing the target language form, teacher-initiated sequences tend to generate minimal post-expansion on the part of the learners. When no student response comes, the teacher may expand the correction sequence. In our presentation we discuss the findings in the light of CA literature on correction as well as literature on English language teaching. Implications for teacher education will follow.
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