Understanding how teacher and student talk with each other

An exploration of how 'repair' displays the co-management of talk-in-interaction

Ian Nakamura

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

The essence of my argument is that Practitioner Research can be pursued not only by observing whole classes, but also by observing what happens when a teacher talks to a student outside of the classroom setting. What this setting offers to practitioner-researchers is a unique opportunity to understand what both the teacher and the student do to keep the conversation going. There are implications for reflecting on how teachers actually talk to students and whether what we do helps or hinders them from expressing themselves. Also, such an analytical approach that draws attention to the spoken details of the interaction can show us how to help students take advantage of their turns in an extended talk. Teachers can 'recipient-design' what they say and do in order to give students in the next turn 'easy' opportunities to use the language they know. In order to demonstrate how this particular discourse genre (informal teacher-student talk) is co-accomplished, features of 'repair' as they occur in a sequence of turns will be described and analyzed. They reveal that once the purpose of the talk moves beyond controlled production of correct language forms, the interlocutors' roles and relationship shift from expert and novice to co-participants in managing the talk. Exploration in pursuit of understanding how social interactions are performed can take various forms. This paper offers one example of how it can be done through close observation of the organization of turn-taking.

Original languageEnglish
Pages (from-to)265-283
Number of pages19
JournalLanguage Teaching Research
Volume12
Issue number2
DOIs
Publication statusPublished - 2008
Externally publishedYes

Fingerprint

co-management
teacher
interaction
student
language
student teacher
genre
conversation
recipient
Talk-in-interaction
Repair
expert
organization
classroom
discourse
Teacher Talk
Language

Keywords

  • Co-management
  • Conversation analysis
  • Onteraction
  • Repair
  • Turn-taking

ASJC Scopus subject areas

  • Linguistics and Language
  • Language and Linguistics
  • Education

Cite this

@article{49a87ea02e6649d8b2b8c9212a865c12,
title = "Understanding how teacher and student talk with each other: An exploration of how 'repair' displays the co-management of talk-in-interaction",
abstract = "The essence of my argument is that Practitioner Research can be pursued not only by observing whole classes, but also by observing what happens when a teacher talks to a student outside of the classroom setting. What this setting offers to practitioner-researchers is a unique opportunity to understand what both the teacher and the student do to keep the conversation going. There are implications for reflecting on how teachers actually talk to students and whether what we do helps or hinders them from expressing themselves. Also, such an analytical approach that draws attention to the spoken details of the interaction can show us how to help students take advantage of their turns in an extended talk. Teachers can 'recipient-design' what they say and do in order to give students in the next turn 'easy' opportunities to use the language they know. In order to demonstrate how this particular discourse genre (informal teacher-student talk) is co-accomplished, features of 'repair' as they occur in a sequence of turns will be described and analyzed. They reveal that once the purpose of the talk moves beyond controlled production of correct language forms, the interlocutors' roles and relationship shift from expert and novice to co-participants in managing the talk. Exploration in pursuit of understanding how social interactions are performed can take various forms. This paper offers one example of how it can be done through close observation of the organization of turn-taking.",
keywords = "Co-management, Conversation analysis, Onteraction, Repair, Turn-taking",
author = "Ian Nakamura",
year = "2008",
doi = "10.1177/1362168807086295",
language = "English",
volume = "12",
pages = "265--283",
journal = "Language Teaching Research",
issn = "1362-1688",
publisher = "SAGE Publications Ltd",
number = "2",

}

TY - JOUR

T1 - Understanding how teacher and student talk with each other

T2 - An exploration of how 'repair' displays the co-management of talk-in-interaction

AU - Nakamura, Ian

PY - 2008

Y1 - 2008

N2 - The essence of my argument is that Practitioner Research can be pursued not only by observing whole classes, but also by observing what happens when a teacher talks to a student outside of the classroom setting. What this setting offers to practitioner-researchers is a unique opportunity to understand what both the teacher and the student do to keep the conversation going. There are implications for reflecting on how teachers actually talk to students and whether what we do helps or hinders them from expressing themselves. Also, such an analytical approach that draws attention to the spoken details of the interaction can show us how to help students take advantage of their turns in an extended talk. Teachers can 'recipient-design' what they say and do in order to give students in the next turn 'easy' opportunities to use the language they know. In order to demonstrate how this particular discourse genre (informal teacher-student talk) is co-accomplished, features of 'repair' as they occur in a sequence of turns will be described and analyzed. They reveal that once the purpose of the talk moves beyond controlled production of correct language forms, the interlocutors' roles and relationship shift from expert and novice to co-participants in managing the talk. Exploration in pursuit of understanding how social interactions are performed can take various forms. This paper offers one example of how it can be done through close observation of the organization of turn-taking.

AB - The essence of my argument is that Practitioner Research can be pursued not only by observing whole classes, but also by observing what happens when a teacher talks to a student outside of the classroom setting. What this setting offers to practitioner-researchers is a unique opportunity to understand what both the teacher and the student do to keep the conversation going. There are implications for reflecting on how teachers actually talk to students and whether what we do helps or hinders them from expressing themselves. Also, such an analytical approach that draws attention to the spoken details of the interaction can show us how to help students take advantage of their turns in an extended talk. Teachers can 'recipient-design' what they say and do in order to give students in the next turn 'easy' opportunities to use the language they know. In order to demonstrate how this particular discourse genre (informal teacher-student talk) is co-accomplished, features of 'repair' as they occur in a sequence of turns will be described and analyzed. They reveal that once the purpose of the talk moves beyond controlled production of correct language forms, the interlocutors' roles and relationship shift from expert and novice to co-participants in managing the talk. Exploration in pursuit of understanding how social interactions are performed can take various forms. This paper offers one example of how it can be done through close observation of the organization of turn-taking.

KW - Co-management

KW - Conversation analysis

KW - Onteraction

KW - Repair

KW - Turn-taking

UR - http://www.scopus.com/inward/record.url?scp=55249125436&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=55249125436&partnerID=8YFLogxK

U2 - 10.1177/1362168807086295

DO - 10.1177/1362168807086295

M3 - Article

VL - 12

SP - 265

EP - 283

JO - Language Teaching Research

JF - Language Teaching Research

SN - 1362-1688

IS - 2

ER -