Lookup NU author(s): Dr Christopher Leyland
Full text for this publication is not currently held within this repository. Alternative links are provided below where available.
This study employs micro-longitudinal Conversation Analysis (CA) to examine one TA’s follow-up contributions in a series of EFL group discussion tests. By tracking the TA’s interactional practices across 18 groups, we observe how she adapts her turn design by increasingly aligning towards that of the novice English speakers. The TA initially attempts to make use of rhetorical discourse structures, such as by playing devil’s advocate and providing up-shot summaries of the test-takers’ prior talk; however, a detailed sequential analysis of the talk reveals that such strategies do not generate significant follow-up turns from the students. Adopting a micro-longitudinal CA approach demonstrates the way the TA, as a novice language teacher, develops her pedagogical tactics in situ according to the style and level of the students with whom she is interacting. As such, the study provides insight into one novice professional's natural acquisition of teaching skills and more generally into the way that speakers adapt their interactional practices across multiple and subsequent episodes of a given conversation.
Author(s): Leyland C, Greer T, Rettig-Miki E
Publication type: Article
Publication status: Published
Journal: Classroom Discourse
Online publication date: 23/03/2016
Acceptance date: 01/01/1900
ISSN (print): 1946-3014
ISSN (electronic): 1946-3022
Publisher: Taylor & Francis
Altmetrics provided by Altmetric