Requests for Assistance in the Third-Age Language Classroom

Autor/inn/en	van der Ploeg, Mara; Willemsen, Annerose; Richter, Louisa; Keijzer, Merel; Koole, Tom
Titel	Requests for Assistance in the Third-Age Language Classroom
Quelle	In: Classroom Discourse, 13 (2022) 4, S.386-406 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van der Ploeg, Mara) ORCID (Willemsen, Annerose) ORCID (Richter, Louisa) ORCID (Keijzer, Merel) ORCID (Koole, Tom)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2021.2013910
Schlagwörter	Discourse Analysis; Second Language Learning; Second Language Instruction; Classroom Communication; Student Participation; Learning Processes; English (Second Language); Foreign Countries; Older Adults; Adult Education; Language Processing; Help Seeking; Questioning Techniques; Vocabulary Development; English for Special Purposes; Netherlands + Suchen Sie Ihr Suchwort? Diskursanalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; Klassengespräch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Learning process; Lernprozess; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Älterer Erwachsener; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Sprachverarbeitung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Befragungstechnik; Fragetechnik; Wortschatzarbeit; Niederlande
Abstract	In this conversation analytic study, we investigate requests for assistance in the third-age (65+) language classroom. Seven Dutch seniors participated in a one-month course of English as a foreign language. We found that these seniors asked many language-related questions which fell into one of three categories: (1) production-oriented questions, (2) comprehension-oriented questions and (3) wonderment questions. These questions differ in the ways the sequences are shaped: (a) what precedes the request for assistance, (b) the person who is recruited to provide the assistance, (c) the person who offers the assistance, and (d) the response to the provided assistance and the subsequent interaction. We found wonderment questions to be the most prevalent category. Our findings suggest that the senior learners in our data show clear ownership and agency over their own learning process, demonstrated by their active participation and frequent (wonderment) questions in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01