Alternatives to questions: language use in UNIPREP classroom discussion

Article

Dashwood, Ann and Wood, Lyndal. 2006. "Alternatives to questions: language use in UNIPREP classroom discussion." International Journal of Pedagogies and Learning. 2 (1), pp. 99-113.
Article Title

Alternatives to questions: language use in UNIPREP classroom discussion

ERA Journal ID39917
Article CategoryArticle
AuthorsDashwood, Ann (Author) and Wood, Lyndal (Author)
EditorsAlpers, Burkhard, Hibberd, Stephen, Lawson, Duncan, Mustoe, Leslie and Robinson, Carol
Journal TitleInternational Journal of Pedagogies and Learning
Journal Citation2 (1), pp. 99-113
Number of Pages15
Year2006
Place of PublicationMaleny, Australia
ISSN1833-4105
Web Address (URL)http://www.atypon-link.com/EMP/doi/pdf/10.5555/ijpl.2.1.99
Abstract

Student talk is linguistic output with potential for developing communicative competence (Bachman, 1990; Canale, 1983; Canale & Swain, 1980). In language classrooms turns of talk facilitate the meaning making process as students and teachers collaboratively come to understand the discourse of knowledge that they are co-constructing (Vygotsky, 1978; Wells, 1999) in their interactions together, teacher to student and student to student. Questions shape the essential teaching exchange IRE/F as a teacher initiates (I) the first move, a student responds (R) and the teacher again takes up a turn and evaluates (E) in the follow-up (F) move. As common and useful as this exchange is for managing classroom behaviour, during the pivotal third turn in the essential teaching exchange (Young, 1992) there is potential for teachers to facilitate
student talk when the teacher provides alternatives to a follow-up question (Dillon,1988).
This case study of young adult English as a Second Language (ESL) users in face-to-face interaction in a university preparatory study skills course (UNIPREP) indicates a
limiting influence of teacher questioning on student talk in discussions. Rather than talk being generated by a teacher’s questioning, alternatives to questions lead to the increased length of turns in students’ collaborative talk. This study brings a discourse analysis focus to whole class discussion between teacher and international UNIPREP students in the higher education sector and provides a context for second language acquisition researchers, teachers and Teaching English to Speakers of Other Languages (TESOL) trainers.

Keywordsclassroom discussion; class conversation; student talk; english as a second language; ESL; triadic dialogue; IRE; IRF
ANZSRC Field of Research 2020390108. LOTE, ESL and TESOL curriculum and pedagogy
390303. Higher education
470306. English as a second language
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsFaculty of Education
Office of Prepatory and Continuing Studies
Event14th SEFI-MWG European Seminar on Mathematics in Engineering Education
Event Details
14th SEFI-MWG European Seminar on Mathematics in Engineering Education
Event Date
06 to end of 09 Apr 2008
Event Location
Loughborough, UK
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