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Lookup NU author(s): Cihat Atar,
Professor Paul SeedhouseORCiD,
Professor Steve Walsh
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© 2022, Faculty of Teach Education, University of Zagreb. All rights reserved. This study aims to investigate the interactional organization of English teachers’ acknowledgment followed by type-specific questions. Shaping learners’ contributions via acknowledgment and type-specific questions is argued to be a part of Classroom Interactional Competence as the 5th skill in language teaching. Hence, this two-step move is studied to achieve a broader understanding of teachers’ interactional repertoire. This study has a qualitative design utilizing Conversation Analysis. Eighteen hours of classroom data from Newcastle University Corpus of Academic Spoken English make up the data. The findings suggest that teachers’ acknowledgment followed by typespecific questions is an indicator of Classroom Interactional Competence, and it is highly dependent upon the task goal (i.e., a pedagogic repair). Contrary to the previous studies, the joint use of acknowledgment is found to shape students’ previous turns by foregrounding achievement rather than closing a topic or indicating a transition. Then, this joint use allows teachers to acknowledge or approve a learner’s utterance on one level while carrying out repair work on another level enabling them to operate on different levels in the complex realm of the classroom.
Author(s): Atar C, Seedhouse P, Walsh S
Publication type: Article
Publication status: Published
Journal: Croatian Journal of Education
Online publication date: 31/12/2022
Acceptance date: 02/04/2018
ISSN (print): 1848-5189
ISSN (electronic): 1848-5197
Publisher: Faculty of Teacher Education, University of Zagreb
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