Waring2009
| Waring2009 | |
|---|---|
| BibType | ARTICLE |
| Key | Waring2009 |
| Author(s) | Hansun Zhang Waring |
| Title | Moving out of IRF (Initiation-Response-Feedback): A Single Case Analysis |
| Editor(s) | |
| Tag(s) | EMCA, classroom discourse, conversation analysis, IRF, learner initiation, single case analysis, participation structure, homework review |
| Publisher | |
| Year | 2009 |
| Language | English |
| City | |
| Month | |
| Journal | Language Learning |
| Volume | 59 |
| Number | 4 |
| Pages | 796-824 |
| URL | |
| DOI | 10.1111/j.1467-9922.2009.00526.x |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
A common practice in classroom discourse is the IRF sequence (teacher initiation– student response–teacher feedback; Sinclair & Coulthard, 1975; cf. IRE in Mehan, 1979). Based on a single case analysis from an adult English as a second language (ESL) class, this article demonstrates how one ESL student manages, in close co- ordination with the teacher, to move out of a series of uninterrupted IRFs during a homework review activity, establishing instead a renewed participation structure that allows for student-initiated negotiations, which her coparticipants then jointly orient to and successfully accomplish. The analysis suggests that creating negotiation-rich op- portunities is paramount not just during pair and group activities, but more critically, during teacher–whole class interactions.
Notes
