Wanphet2016
| Wanphet2016 | |
|---|---|
| BibType | ARTICLE |
| Key | Wanphet2016 |
| Author(s) | Phalangchok Wanphet |
| Title | Analyzing EFL classroom talk during class opening: Topic shift and negotiation |
| Editor(s) | |
| Tag(s) | EMCA, teacher talk, topic shift, classroom communication, class opening, discourse markers |
| Publisher | |
| Year | 2016 |
| Language | English |
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| Month | |
| Journal | Discourse and Interaction |
| Volume | 9 |
| Number | 2 |
| Pages | 95-120 |
| URL | Link |
| DOI | 10.5817/DI2016-2-95 |
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Abstract
This exploratory study, following a conversation analytic (CA) perspective, investigates topic shift in classroom talk during the class opening. The data, which are natural observational, come from three hours of audio-recordings of verbal interaction between four EFL teachers and their students during the class opening at an Asian university. The fi ndings are threefold. First, the EFL teachers’ topic-changing turns are much longer than turns that do not serve the same purpose. Second, the EFL teachers’ topic-changing turns consist of two parts: a) the fi rst part deals with the students’ preceding topic and turns; and b) the second part is intentionally designed to prompt the next topic. Third, discourse markers are placed between the two parts. A close analysis of the EFL teachers’ topic-changing turns suggests that they may make topic shift appear more natural and spontaneous. However, their turns have features that differentiate them from those located in mundane talk.
Notes
