ElliottHoey: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Neyoung Kim |Title=Communicative Silence in Teacher-Student Interaction: A Conversation Analysis Perspective |Tag(s)=EMCA; Silence; Teac..."

2018-01-31T23:27:07Z

Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Neyoung Kim |Title=Communicative Silence in Teacher-Student Interaction: A Conversation Analysis Perspective |Tag(s)=EMCA; Silence; Teac..."

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{{BibEntry
|BibType=ARTICLE
|Author(s)=Neyoung Kim
|Title=Communicative Silence in Teacher-Student Interaction: A Conversation Analysis Perspective
|Tag(s)=EMCA; Silence; Teachers; Students; Classroom Discourse;
|Key=Kim2017b
|Year=2017
|Language=English
|Journal=Korean Journal of Applied Linguistics
|Volume=33
|Number=4
|Pages=127-154
|URL=http://www.dbpia.co.kr/Journal/ArticleDetail/NODE07291762
|DOI=10.17154/kjal.2017.12.33.4.127
|Abstract=The objective of the present study was to analyze communicative functions of silence in teacher-student interaction and how teacher and students would respond to silence in L2 classroom. Within sociocultural view, silence provides multi-dimensional contextual meaning to teacher and students. However, few studies have performed conversation analysis in a real classroom. In order to investigate detailed functions of silence, silence was classified into seven types: Pause I, (Pause I), Pause II, (Pause II), Gap I, Gap II, and Gap III in terms of the relation between the previous speaker and the next speaker in IRF/IRE structure. Two separate English lessons with thirty-one participants (two bilingual teachers and undergraduates) were videotaped for four hours with three video-cameras and then transcribed. The findings showed that Pause I had roles as a sign of difficulty in answering, students’ hesitation or refusal to self-select, and no problem or no question. While (Pause I) allowed teacher time to think about more specific explanation, (Pause II) allowed student time to find proper expression. Gap I was regarded as a sign of waiting for the answer and self-selecting whereas Gap II and Gap III were perceived as signs of asking for help with incomplete answer. These findings suggest that silence has communicative roles in IRF/IRE structure with pedagogical implications in L2 classrooms.

}}

Kim2017b - Revision history

ElliottHoey: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Neyoung Kim |Title=Communicative Silence in Teacher-Student Interaction: A Conversation Analysis Perspective |Tag(s)=EMCA; Silence; Teac..."