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Laughter and Smiling: Sequential Resources for Managing Delayed and Disaligning Responses
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Looney, Stephen Daniel; He, Yingliang – Classroom Discourse, 2021
This paper investigates the use of laughter and smiling to manage (dis)affiliation during two types of disturbances in the interactional unfolding of classrooms: delayed and disaligning responses. The analysis reveals that the sequential position and embodied turn design are integral to understanding the (dis)affiliative work laughter and smiling…
Descriptors: Classroom Communication, Classroom Techniques, Humor, Nonverbal Communication
Using Online Translation Tools in Computer-Assisted Collaborative EFL Writing
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Musk, Nigel – Classroom Discourse, 2022
This study applies multimodal conversation analysis to examine how pupils of L2 English in Sweden make use of online translation tools (OTTs), i.e. bilingual dictionaries and Google Translate, in a range of digital collaborative writing tasks. The collection of sequences where pupils use OTTs comes from 31 hours of video-recorded data from four…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries
Vocabulary Instruction in an L2 Culture Course: The Intersection of Classroom Discourse, Materials, and Instructor's Choices in Lexical Focus-on-Form Episodes
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Marcos Miguel, Nausica – Classroom Discourse, 2021
Content courses for modern language majors at United States universities are a teaching environment where limited research on second language (L2) vocabulary instruction has taken place. On the surface, it may seem that instructors do not plan vocabulary instruction. This study explores this assumption as well as the potential for learning of…
Descriptors: Vocabulary Development, Spanish, Second Language Learning, Second Language Instruction
Creating an Imaginary Context: Teacher's Use of Embodied Enactments in Addressing Learner Initiatives in a Beginner-Level Adult ESOL Classroom
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Tai, Kevin W. H.; Brandt, Adam – Classroom Discourse, 2018
Previous research has illustrated that learner initiatives have the potential to generate learning opportunities in second language (L2) classrooms. Despite a small body of recent research indicating that teachers' responses to learner initiatives play a significant role in facilitating learning opportunities in teacher-student interactions, more…
Descriptors: Classroom Communication, English (Second Language), Second Language Learning, Second Language Instruction
Social Representations of Turn-Taking in Classrooms: From Compulsory to Post-Compulsory Schooling in French-Speaking Switzerland
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Petitjean, Cécile – Classroom Discourse, 2014
This study focuses on the interactional processes by which participants make institutionally relevant some ways to take turns in the classroom, which is one of the first places where youth have to respect institutional constraints regarding their interactional practices. These constraints, which are reconfigured online through conversationalists'…
Descriptors: Classroom Communication, French, Discourse Analysis, Foreign Countries
Turn Openings in Academic Talk: Where Goals and Roles Intersect
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Evison, Jane – Classroom Discourse, 2013
This study uses Corpus Linguistic (CL) techniques to explore multiple turn openings in conjunction with comparative measures of turn-initial priming (the proportion of occurrences of a form that are turn-initial). Using a benchmark corpus of casual conversation as a point of comparison, six frequent items which have a particularly strong affinity…
Descriptors: Classroom Communication, Academic Discourse, Faculty Development, Computational Linguistics