Doing Conversation Analysis in a Second Language Classroom: An Example of a Case Study Conducted by the Teacher

2018 ◽  
Author(s):  
Ricardo Moutinho
Keyword(s):  
Second Language ◽  
Conversation Analysis ◽  
Language Classroom

scholarly journals Managing English Language Classroom for Meaningful Teaching and Learning: A Case Study for Hochland High School in Windhoek

2021 ◽  
Vol 4 (4) ◽  
pp. p1
Author(s):  
Martha Hakaya ◽  
Nchindo Richardson Mbukusa ◽  
Earle Sinvula Mudabeti
Keyword(s):  
Second Language ◽  
Classroom Management ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interviews ◽  
Case Study Design ◽  
Language Classroom ◽  
Professional Teaching

Total management of overcrowded classrooms have across-the-board effects for English as a Second Language teaching and learning environments as in any subject. Greater attainment and achievements in schools depend on the choices made with regard to teacher-learner ratios that consider of classroom management. Recruitment of learners and teachers should ensure that classrooms are enabled to meet the demands of professional teaching challenges, amongst other, inidvidualised teaching and learning. The aim of the research was to explore the challenges and related matters in managing English as a Second Language overcrowded classrooms. A qualitative approach, steered by a case study design, purposively guided the study. It was deemed fit in order to understand the phenomena with deeper understanding of beliefs and situated lived experiences. Semi-structured interviews and nonparticipant observations were used as methods to generate data for analysis. The research exposed that copious problems were experienced by teachers and leaners who were subjected to overcrowded classrooms. Amongst many, noise and unruly behaviour, poor time management and teaching approaches result in such classes. Guiding principles regarding sound teacher-learner ratios should be put in place by policymakers and schools in order to support both teachers and learners for the success of teaching and learning.

scholarly journals ‘LEARNING MOMENTS’ AS INSPECTABLE PHENOMENA OF INQUIRY IN A SECOND LANGUAGE CLASSROOM

2021 ◽  
Vol 79 (1) ◽  
pp. 80-103
Author(s):  
Ricardo Moutinho ◽  
Andrew P. Carlin
Keyword(s):  
Second Language ◽  
Primary School ◽  
Conversation Analysis ◽  
Learning Environments ◽  
Social Life ◽  
Lesson Plan ◽  
Coding Schemes ◽  
Membership Categorization ◽  
Educational Environments ◽  
Language Classroom

Learning is an omnipresent feature of social life. However, in educational fields, learning is often studied through indirect instruments, such as surveys, interviews and coding schemes. In this paper, a praxiological approach to observe learning moments is proposed. This means that learning moments are not explored here through schematic reporting or statistical evaluations, but as accountable and inspectable phenomena as they became available in the corpus explored. Using a video-recorded fragment of interaction that occurred during a second language (L2) class in a primary school in Macau (China), the practical, collaborative instructed experiences of participants (teacher and students) in a lesson are analysed. It was observed that classroom participants attend to the categorial and sequential features of learning environments, which provide the contextual details that afford members’ realization of phenomena as learning moments. Stated differently, learning moments should not be confused with the successful accomplishment of a lesson plan just to satisfy programmatic (and disciplinary) requirements, but as something produced and accountable by participants as learning in and through their very practices of concerted interaction. As learning moments are ubiquitous characteristics of educational environments, the discussion of the results has pedagogical implications for teacher training, and for the assessment of teaching. Keywords: conversation analysis, ethnomethodology, learning moments, membership categorization, social competence, turn-allocated categories

scholarly journals Connecting the Language Classroom and the Wild: Re-enactments of Language Use Experiences

2018 ◽  
Vol 40 (4) ◽  
pp. 594-623 ◽  
Author(s):  
Niina Lilja ◽  
Arja Piirainen-Marsh
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Conversation Analysis ◽  
Language Use ◽  
Real Life ◽  
Service Encounters ◽  
Interactional Competence ◽  
Language Classroom ◽  
In The Wild

Abstract Using multimodal conversation analysis, this article analyses language learning as an in situ process during a teacher-assigned, experientially based pedagogical activity. The activity involved a three-part pedagogical structure, where learners first prepared for and then participated in real-life service encounters, and later reflected on their experiences back in the classroom. The analysis details how the co-constructed telling sequences through which novice second language users re-enact their experiences create an occasion for language-focused activity. We argue that the actions through which the participants display and sustain an orientation to an interactional practice as an object of learning make visible a learning project. The findings illuminate the practices through which language-focused activity is initiated, sustained, and managed to enable in situ learning. They also show how re-enactments function in storytelling and display a novice learner’s interactional competence. Finally, the findings illustrate how experiences gained in everyday social activities can be ‘harvested and reflected upon’ (Wagner 2015: 77) in the classroom and contribute to recent initiatives to develop teaching practices that support learning in-the-wild.

scholarly journals Peer Repair in a Second Language Class: A Conversation Analytic Study

2021 ◽  
Vol 8 (6) ◽  
Author(s):  
Ziyang Gao ◽  
Keyword(s):  
Second Language ◽  
Conversation Analysis ◽  
Teaching And Learning ◽  
Nonnative Speakers ◽  
Second Language Teaching ◽  
Class A ◽  
Language Class ◽  
Naturally Occurring ◽  
Language Classroom ◽  
Nonnative Speakers Of English

Conversation analysis is a significant approach on research of the second language teaching and learning, among which repair has attracted more and more attention from scholars. This study investigates peer repair sequences between three nonnative speakers of English while they engaged in free talk in the second language classroom. 40 minutes of naturally occurring talk between nonnative speakers were collected and analyzed. The present study reports on the data shows two types of peer repair: first, self-initiated and other-corrected; second, other-initiated and other-corrected. The analysis of the peer repair sequences shows that the self-initiated and other-corrected repair sequences follow a pattern of asking for confirmation on the production of a language item and receiving a correction, while the other-initiated repair do not follow the rules of preference for self-correction described in conversation analysis.

Exploring dynamism in willingness to communicate

2013 ◽  
Vol 36 (2) ◽  
pp. 160-176 ◽  
Author(s):  
Yiqian (Katherine) Cao
Keyword(s):  
Second Language ◽  
Single Case ◽  
English For Academic Purposes ◽  
Willingness To Communicate ◽  
Reflective Journals ◽  
Stimulated Recall ◽  
Depth Analysis ◽  
Language Classroom ◽  
Stimulated Recall Interviews

This paper examines dynamism in students’ situational willingness to communicate (WTC) within a second language classroom. This longitudinal study involved twelve English as a Second Language (ESL) participants who enrolled in an English for Academic Purposes (EAP) programme in New Zealand for five months. Based on data from classroom observations, stimulated-recall interviews and reflective journals, the in-depth analysis of a case study reveals that learners’ situational WTC in second language (L2) classes could fluctuate and dynamically change over time. This involved a process where situational WTC was jointly affected by learners’ cognitive condition and linguistic factors, together with classroom environmental factors. The in-depth qualitative analysis of a single case in individual lessons allowed us to see the dynamic nature of WTC.

Using written task answer sheets as notes while speaking: changing task-report practices in a second language book club

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Eunseok Ro
Keyword(s):  
Second Language ◽  
Conversation Analysis ◽  
Book Club ◽  
Explicit Instruction ◽  
Read Aloud ◽  
Specific Instruction ◽  
Change Over Time ◽  
Literacy Events ◽  
Over Time

Abstract The current study extends upon recent Conversation Analysis research on literacy events in second language (L2) educational settings. The study investigates the use of task answers as notes in an L2 book club member’s task report practices, including how he looks for things to say, how he chooses to read aloud, and how his task-report practices change over time with explicit instruction. Specifically, this case study shows how a facilitator’s specific instruction to not use task answers as notes during second orientation works as a catalyst for the L2 student to move from heavy to less reliance on his written answers to complete his task report. The findings offer insights into the way the student uses his task answer sheets as an affordance for managing an L2 task and how his changing task-report practices with the textual resource better meet the institutional agenda, one of which is to provide a venue for members to practice English as a second language.

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