Creating Space for Learning through 'Mm Hm' in a L2 Classroom: Implications for L2 Classroom Interactional Competence

Autor/inn/en	Girgin, Ufuk; Brandt, Adam
Titel	Creating Space for Learning through 'Mm Hm' in a L2 Classroom: Implications for L2 Classroom Interactional Competence
Quelle	In: Classroom Discourse, 11 (2020) 1, S.61-79 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Girgin, Ufuk) ORCID (Brandt, Adam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2019.1603115
Schlagwörter	Second Language Instruction; Interaction; Classroom Communication; Feedback (Response); Verbal Communication; Teaching Methods; English (Second Language); Language Teachers; Speech Acts; Foreign Countries; College Faculty; Preservice Teacher Education; Language Usage; Turkey + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Interaktion; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Sprechakt; Ausland; Fakultät; Lehramtsstudiengang; Lehrerausbildung; Sprachgebrauch; Türkei
Abstract	Studies on Second Language (L2) classroom interaction have placed a great deal of emphasis on the value of teacher third-turn feedback practices. However, the roles that seemingly minor aspects of interaction like minimal response tokens (e.g. 'Mm', 'Mm hm', 'Uh huh', 'Okay', 'Yeah') play as a feature of these practices have not been investigated in great detail. Studies which have sought to examine what such tokens do in language teaching and learning processes have mostly adopted a discourse analytic perspective, thereby treating them more or less as a homogeneous group (namely, 'backchannel signals'). However, through ethnomethodological research, each token has been found to be doing distinctive work. This study adopts a multimodal conversation analytic perspective to investigate the uses of 'Mm hm' by an English as a Foreign Language teacher in a teacher education context. Analysis demonstrates how the teacher uses the token as a 'continuer' to withhold a third-turn evaluation, thereby keeping the channel open for further participation and hence creating space for learning. As such, the study furthers our understanding of L2 teachers' third-turn feedback practices and has direct implications for L2 teacher classroom interactional competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01