Formulation as evidence of understanding in teacher-student talk

Ian Nakamura

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

As we regularly find in exchanges outside the classroom, formulating (the rephrasing of what has been said) makes use of such conversational skills as active listening, elaboration, and affiliation as well as the precise timing of taking turns to keep the talk going. This paper examines how formulations occur in talk outside the classroom including during arranged informal talks between a teacher and his students and what we can learn about facilitating more extensive talk in classroom interactions. Formulating understandings of what one speaker says offers the next speaker a valuable interactional resource to promote both confirmation of previous turns and elaboration in subsequent turns. In contrast to methodological practice where teacher and student are language expert and novice, formulations draw attention to how real-world interactions are jointly constructed for understanding.

Original languageEnglish
Pages (from-to)125-134
Number of pages10
JournalELT Journal
Volume64
Issue number2
DOIs
Publication statusPublished - Jul 15 2009

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student teacher
Students
classroom
evidence
Language
teacher
interaction
student
expert
language
resources
Elaboration
Interaction
Classroom Interaction
Real World
Resources
Novice
Conversational Skills
Turn-taking

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Developmental and Educational Psychology

Cite this

Formulation as evidence of understanding in teacher-student talk. / Nakamura, Ian.

In: ELT Journal, Vol. 64, No. 2, 15.07.2009, p. 125-134.

Research output: Contribution to journalArticle

Nakamura, Ian. / Formulation as evidence of understanding in teacher-student talk. In: ELT Journal. 2009 ; Vol. 64, No. 2. pp. 125-134.
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