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Teacher entries into second turn positions: IRFs in collaborative teaching

Title
Teacher entries into second turn positions: IRFs in collaborative teaching
Authors
Lee, Josephine
Ewha Authors
Josephine Lee(이미진)
SCOPUS Author ID
Josephine Leescopus
Issue Date
2016
Journal Title
JOURNAL OF PRAGMATICS
ISSN
0378-2166JCR Link1879-1387JCR Link
Citation
vol. 95, pp. 1 - 15
Keywords
IRFSecond turn positionCollaborative teachingCo-teaching
Publisher
ELSEVIER SCIENCE BV
Indexed
SSCI; AHCI; SCOPUS WOS scopus
Abstract
This article examines the underresearched classroom context of co-teaching. The study analyzes classroom interactions wherein two teachers-one American and one Korean-concurrently use English and Korean to carry out content-based lessons. Of analytic focus is the co-teacher's entry into the second turn position of initiation-response-feedback (IRF) sequences and the actions that the teacher deploys in these turns. The sequences exhibit a distinct interactional structure that departs from prototypical IRF sequences, revealing the participants' collaborative methods of managing classroom contingencies, organizing student participation, and accomplishing the curricular focus of the lesson. (C) 2016 Elsevier B.V. All rights reserved.
DOI
10.1016/j.pragma.2016.02.001
Appears in Collections:
사범대학 > 영어교육과 > Journal papers
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