Clarification Requests as a Method of Pursuing Understanding in CLIL Physics Lectures

Autor/inn/en	Kääntä, Leila; Kasper, Gabriele
Titel	Clarification Requests as a Method of Pursuing Understanding in CLIL Physics Lectures
Quelle	In: Classroom Discourse, 9 (2018) 3, S.205-226 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kääntä, Leila) ORCID (Kasper, Gabriele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2018.1477608
Schlagwörter	Physics; Science Instruction; Language of Instruction; English (Second Language); Comprehension; Teaching Methods; Foreign Countries; Grade 7; Females; Lecture Method; Notetaking; Nonverbal Communication; Questioning Techniques; Finland + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Verstehen; Verständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Weibliches Geschlecht; Non-verbal communication; Nonverbale Kommunikation; Befragungstechnik; Fragetechnik; Finnland
Abstract	Using multimodal conversation analysis, this article examines how students strive to resolve non-understandings through requests for clarification during teacher-fronted physics lectures taught in English in Finland. The findings provide new insights on the sequential environments in which students launch the requests (i.e. between or during teacher's explanation turns) and how different problem categories (e.g. language, conceptual, textual) are made relevant and oriented to in the requests. Moreover, the findings show the role of different textual objects (e.g. inscriptions on the board) in the formulation and resolution of the clarification requests as well as the relevance of students' note-taking to both their proximal and distal goals of trying to understand the instruction. Overall, the clarification requests are shown to influence in different ways the teacher's instructional process and offer valuable feedback to the teacher about the success of his explanations, i.e. how students understand them and whether he can proceed with his instructional agenda. Finally, the findings shed new light on how the integration of language and content is oriented to and accomplished by participants during teacher-fronted lectures in content-based lessons taught in a foreign language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01