A conversation analytic study on what makes students talk : Mobilizing student responses in classroom interaction
- Author
- Kim, Jamie
- Published
- [University Park, Pennsylvania] : Pennsylvania State University, 2020.
- Physical Description
- 1 electronic document
- Additional Creators
- Hall, Joan Kelly
Access Online
- etda.libraries.psu.edu , Connect to this object online.
- Graduate Program
- Restrictions on Access
- Restricted (PSU only).
- Summary
- The current study takes a conversation analytic (CA) perspective to investigate how student responses are mobilized in classroom interaction. The focus on student responses aligns with the attention paid to student participation in other fields like education and educational psychology in which fostering student participation in classrooms, especially via means of dialogue, has often been emphasized as an important element of positive learning experience for students (Bakker, Smit, & Wegerif, 2015; Boyd & Rubin, 2002; Turner & Patrick, 2004). In light of the touted pedagogical value of student participation, silence of students when prompted to speak, then, becomes an issue (Fassinger, 1995; Gimenez, 1989; Jaworksi & Sachdev, 1998). Thus, using 30 hours of video-recorded data from one undergraduate course, this study aims to answer the following two research questions: 1) In no-immediate-student-response sequences, what actions are accomplished by subsequent teacher turns that mobilize student responses? 2) What is the design of subsequent teacher turns that mobilize student responses after the initial teacher question? Findings reveal that 1) the teacher's response-mobilizing turns are not independently constructed but rather contingently formed and built upon what occurs in prior turns; 2) the teacher's response-mobilizing turns are embodied, meaning they are not only composed of linguistic resources but also heavily influenced by many other interactional resources like gestures, body movement, and intonation; and 3) the teacher operates on a highly systematic and orderly mechanism through which he displays his awareness of the students' affective or epistemic trouble and his sensitivity to those student reactions. This study contributes to the current understandings of response mobilization within the field of CA and, more generally, to the study of classroom discourse by providing a participant-oriented, emic view of how exactly student responses are mobilized and produced in classroom interaction. This study further provides pedagogical implications for teacher education programs, suggesting a range of different strategies for training their pre-service teachers. This study can thus be a resource not only for researchers but also educational practitioners who are interested in fostering a productive and engaging classroom interaction.
- Other Subject(s)
- Genre(s)
- Dissertation Note
- Ph.D. Pennsylvania State University 2020.
- Technical Details
- The full text of the dissertation is available as an Adobe Acrobat .pdf file ; Adobe Acrobat Reader required to view the file.
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