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

Date

2019-03-01

Author

CAN DAŞKIN, NİLÜFER
Hatipoğlu, Çiler

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

215
views

0
downloads

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.

Subject Keywords

Reference to a past learning event, Classroom interactional competence, Conversation analysis, Temporality, Remembering

URI

https://hdl.handle.net/11511/47859

Journal

JOURNAL OF PRAGMATICS

DOI

https://doi.org/10.1016/j.pragma.2018.12.023

Collections

Department of Foreign Language Education, Article

Suggestions

OpenMETU
Core

Developing critical reading awareness throughadvertisement slogans Doğan, Cemile; Balbay, Seher (2019-11-29) This presentation reports on a series of analytical activities used in an advanced reading course. Students were sensitized to subtle variations in advertisement slogans. After presenting the discourse analysis principles briefly, this interactive presentation will engage the audience in analyzing some slogans.
Content Aware Audiovisual Quality Assessment Konuk, Baris; Zerman, Emin; Akar, Gözde; NUR YILMAZ, GÖKÇE (2015-05-19) In this study, a novel, content aware audiovisual quality assessment (AVQA) method using a spatio-temporal characteristics based video classification method has been proposed and evaluated on AVQA database created by University of Plymouth. The proposed AVQA method is evaluated using subjective audio mean opinion score (MOS) and subjective video MOS. Results indicate that both classification method and the proposed content dependent AVQA method are quite satisfactory
Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction CAN DAŞKIN, NİLÜFER; Hatipoğlu, Çiler (SAGE Publications, 2019-10-01) In this study we are concerned with the informal dimension of formative assessment (FA) in an L2 classroom. We examine those instances that are embedded into everyday learning activities and that emerge in and through classroom interaction contingently, continuously and flexibly. Drawing on the methodological underpinnings of Conversation Analysis (CA), we uncover the emergence of instances of reference to a past learning event (RPLE) in L2 classroom interaction and highlights its relevance to informal FA. ...
Multipath Characteristics of Frequency Diverse Arrays Over a Ground Plane Cetintepe, Cagri; Demir, Şimşek (Institute of Electrical and Electronics Engineers (IEEE), 2014-07-01) This paper presents a theoretical framework for an analytical investigation of multipath characteristics of frequency diverse arrays (FDAs), a task which is attempted for the first time in the open literature. In particular, transmitted field expressions are formulated for an FDA over a perfectly conducting ground plane first in a general analytical form, and these expressions are later simplified under reasonable assumptions. Developed formulation is then applied to a uniform, linear, continuous-wave opera...
Concurrent validity and test-retest reliability of the information processing styles Baloğlu, Mustafa; Zelhart, PF (2000-12-01) To investigate concurrent validity and test-retest reliability of thr Information Processing Styles, 62 students majoring in social sciences evaluated the accuracy of the checklist in describing their dominant types. Each student had a friend who read the descriptions of thy dominant types(s) of the student and rated their perceived accuracy of that categorization. Analyses indicated the inventory is reliable and valid.

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, pp. 16–30, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/47859.