Moving out of IRF (Initiation-Response-Feedback): A Single Case Analysis  

Oleh:

Waring, Hansun Zhang

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 59 no. 4 (Dec. 2009), page 796-824.
Topik: classroom discourse; conversation analysis; IRF; learner initiation; single case analysis; participation structure; homework review
Fulltext: Volume 59, issue 4 (December 2009), p. 796-824.pdf (174.88KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/59 Non-tandon: tidak ada Tandon: 1

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Isi artikel

A common practice in classroom discourse is the IRF sequence (teacher initiation-student response-teacher feedback; Sinclair & Coulthard, 1975; cf. IRE in Mehan, 1979). Based on a single case analysis from an adult English as a second language (ESL) class, this article demonstrates how one ESL student manages, in close coordination with the teacher, to move out of a series of uninterrupted IRFs during a homeword\k review activity, establishing instead a renewed participation structure that allows for student-initiated negotiations, which her coparticipants then jointly orient to and successfully accomplish. The analysis suggests that creating negotiation-rich opportunities is paramount not just during pair and group activities, but more critically, during teacher-whole class interactions.

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