81011986

open access

Version of Record

Turn Allocation Practices for Selecting a Speaker and Pursuing a Response in English Classroom Interaction

English (英語)

神戸大学国際コミュニケーションセンター論集

16

80-100

神戸大学国際コミュニケーションセンター

2020-03-31

2020-03-11

This paper analyses how teachers summon and select next speaker(s) in EFL classrooms. The focus is on three main interactional practices; (a) the teacher summons one student either by first name or full name from a carded list, (b) the teacher selects a small group of students to answer the question without specifically nominating one of them, and (c) the teacher asks a question and then opens the floor for students to bid for turn or self-select to provide the answer. The investigation also considers how teachers pursue responses when their answers do not receive timely uptake after the speaker selection is completed. My analysis of the data demonstrates that when teachers use the student's full name the selection is accomplished more smoothly than when they simply use first name. It also shows that when teachers select a small group of students, the selected students use gestures and talk to negotiate the speaker selection within the group. The findings suggest that selecting students who do not display availability can lead to extended interactional delay.

Speaker selection

紀要論文