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  • Third Turn as a Teachable Moment in Foreign Language Pedagogy

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    Author(s)
    Dashwood, Ann
    Primary Supervisor
    Dobrenov-Major, Maria
    Other Supervisors
    Bartlett, Brendan
    Year published
    2005
    Metadata
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    Abstract
    Talk is the vehicle of exchange in language classrooms when communicative competence is being developed. Turns of talk then facilitate the meaning-making process as students and teachers collaboratively come to understand the discourse of knowledge they are co-constructing. During the pivotal third turn in the essential teaching exchange, there is potential for teachers to realise productive pedagogies as they facilitate their students' organisational and pragmatic skills in the foreign language. This study brings a lens to Initiation-Response-Evaluation (IRE) triadic dialogue, which has been criticised for its monological ...
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    Talk is the vehicle of exchange in language classrooms when communicative competence is being developed. Turns of talk then facilitate the meaning-making process as students and teachers collaboratively come to understand the discourse of knowledge they are co-constructing. During the pivotal third turn in the essential teaching exchange, there is potential for teachers to realise productive pedagogies as they facilitate their students' organisational and pragmatic skills in the foreign language. This study brings a lens to Initiation-Response-Evaluation (IRE) triadic dialogue, which has been criticised for its monological overuse and limitation of students' language production. Analysis of the third turn shows the uptake to be an implicit move in the exchange. Teachers appear not to be aware of the potential benefit it offers them for co-constructed language use at that point in teacher-student interactions. Teachers draw on students' background knowledge and experiential learning in the four domains of productive pedagogies (intellectual quality, supportive classroom environment, recognition of difference and connectedness) when they engage them through an authentic use of language. For this study, potential for productive pedagogy was investigated in the classroom talk of two teachers of Japanese at year 10 level. In a case study, six transcribed and translated lessons were subjected to conversational and membership categorisation analyses using Bachman's (1990) communicative language ability framework to describe language production around the third turn and to hypothesise its effectiveness in providing opportunities for students to generate output in the target language.
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    Thesis Type
    Thesis (Professional Doctorate)
    Degree Program
    Doctor of Education (EdD)
    School
    School of Cognition, Language and Special Education
    DOI
    https://doi.org/10.25904/1912/964
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Item Access Status
    Public
    Subject
    Initial-response-evaluation
    foreign language pedagogy
    classroom dialogue
    Publication URI
    http://hdl.handle.net/10072/366529
    Collection
    • Theses - Higher Degree by Research

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