Kim2017b
| Kim2017b | |
|---|---|
| BibType | ARTICLE |
| Key | Kim2017b |
| Author(s) | Neyoung Kim |
| Title | Communicative Silence in Teacher-Student Interaction: A Conversation Analysis Perspective |
| Editor(s) | |
| Tag(s) | EMCA, Silence, Teachers, Students, Classroom Discourse |
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| Year | 2017 |
| Language | English |
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| Journal | Korean Journal of Applied Linguistics |
| Volume | 33 |
| Number | 4 |
| Pages | 127-154 |
| URL | Link |
| DOI | 10.17154/kjal.2017.12.33.4.127 |
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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.
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