Multiple-Response Sequences in Classroom Talk

Autor/in	Ko, Sungbae
Titel	Multiple-Response Sequences in Classroom Talk
Quelle	In: Australian Review of Applied Linguistics, 32 (2009) 1, (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
DOI	10.2104/aral0904
Schlagwörter	Adult Education; Classroom Communication; Student Reaction; Asians; Adult Students; English (Second Language); Second Language Learning; Foreign Countries; Australia; South Korea (Seoul) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Klassengespräch; Schülerkritik; Asian; Asiat; Asiatin; Asiaten; Asiate; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Australien
Abstract	This paper examines multiple-response sequences (MRSs), occurring in adult Korean TESOL classrooms, to show the responses produced by students in the language classroom are not always confined within the boundaries of a single response, but are likely to be seen as mutually orienting to, and collaborating to produce a comprehensible outcome to the sequence. To analyse and consider what types of multiple response (MR) can be identified, and how the different types occur within those MRSs, this study adopts Conversation Analysis principles. By using conversation analytic perspectives, this study identifies four major types of MR (identical, complementary, collaborative and competitive). (Contains 3 endnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10