Reference to a past learning event in teacher turns in an L2 instructional setting

Hatipoğlu, Çiler
This study investigates Reference to a Past Learning Event (RPLE) in an L2 instructional setting using Conversation Analysis (CA). It involves the analysis of video-recordings of an EFL class (55 classroom hours) in a preparatory school at a state university. Using CA, it uncovers how teachers make RPLE and contingently extend the main instructional activity by focusing on what was presented in past learning events in and through interaction. The micro-analysis generated recurring sequential patterns of RPLE in teacher follow-up, response and initiation turns. Regardless of the sequential position, RPLE confirms what is shared and establishes common ground, continuity and temporality in an L2 instructional setting. However, it is also found that what makes RPLE relevant varies with different sequential positions. Besides, the analysis demonstrates that RPLE creates learning opportunities and results in socially displayed and situated recollection of what was studied earlier. Finally, the findings contribute to the literature on remembering, offer a methodological suggestion for making a temporal analysis of classroom talk, and thereby, have implications for L2 Classroom Interactional Competence and L2 teacher education.

Citation Formats
N. CAN DAŞKIN and Ç. Hatipoğlu, “Reference to a past learning event in teacher turns in an L2 instructional setting,” JOURNAL OF PRAGMATICS, vol. 142, pp. 16–30, 2019, Accessed: 00, 2020. [Online]. Available: