This paper primarily investigates the interactional unfolding and management of ‘claims of insuff... more This paper primarily investigates the interactional unfolding and management of ‘claims of insufficient knowledge’ (Beach and Metzger 1997) in two English language classrooms from a multi-modal, conversation analytic perspective. The analyses draw on a close, micro-analytic account of sequential organisation of talk as well as on various multi-semiotic resources the participants enact including gaze, gestures, body movements, and orientations to classroom artefacts. The research utilises transcriptions of 16 (classroom) hours of video recordings, which were collected over a six-week period in 2010 in a public school in Luxembourg. The findings show that establishing recipiency through mutual gaze and turn allocation practices have interactional and pedagogical consequences that may lead to claims of insufficient knowledge. Furthermore, the findings illustrate various multi-modal resources the students use (e.g. gaze movements, facial gestures, and headshakes) to initiate embodied claims of no knowledge and to show specific exchange structures. Finally, we suggest that certain interactional resources, including embodied vocabulary explanations and Designedly Incomplete Utterances (Koshik 2002), deployed by the teacher after a student’s claim of insufficient knowledge may lead to student engagement, which is a desirable pedagogical goal. Our findings have implications for the analysis of insufficient knowledge, for teaching, teacher education and in particular for L2 Classroom Interactional Competence (Walsh 2006).
Exploring Classroom Discourse Routledge Introductions to Applied Linguistics is a series of intro... more Exploring Classroom Discourse Routledge Introductions to Applied Linguistics is a series of intro-- ductory level textbooks covering the core topics in Applied Linguistics, primarily designed for those entering postgraduate studies and language professionals returning to ...
This book is an essential contribution to the growing literature on vocabulary knowledge since it... more This book is an essential contribution to the growing literature on vocabulary knowledge since it clarifies, in simple language, the very concept of 'vocabulary', the subject of much recent discussion and research (for example see Albrechtsen, Haastrup, and Henriksen 2008; Takač 2008). ...
ABSTRACT Two volumes in one. Thesis (Ph. D.)--Queen's University of Belfast, 2001. Includ... more ABSTRACT Two volumes in one. Thesis (Ph. D.)--Queen's University of Belfast, 2001. Includes bibliographical references. Photocopy.
Investigating Classroom Discourse 'Investigating Classroom Discourse wil... more Investigating Classroom Discourse 'Investigating Classroom Discourse will be of central interest to all who wish to understand and investigate the classroom interactions which take place between teachers and stu-dents. Based on the author's own model of classroom teacher talk, the ...
To what extent do teachers of EFL hinder or facilitate learner contributions by their use of lang... more To what extent do teachers of EFL hinder or facilitate learner contributions by their use of language? How can teachers enhance the quantity and quality of learner output by more careful language use? In what ways do teachers deny learning opportunities by 'filling in the ...
This paper primarily investigates the interactional unfolding and management of ‘claims of insuff... more This paper primarily investigates the interactional unfolding and management of ‘claims of insufficient knowledge’ (Beach and Metzger 1997) in two English language classrooms from a multi-modal, conversation analytic perspective. The analyses draw on a close, micro-analytic account of sequential organisation of talk as well as on various multi-semiotic resources the participants enact including gaze, gestures, body movements, and orientations to classroom artefacts. The research utilises transcriptions of 16 (classroom) hours of video recordings, which were collected over a six-week period in 2010 in a public school in Luxembourg. The findings show that establishing recipiency through mutual gaze and turn allocation practices have interactional and pedagogical consequences that may lead to claims of insufficient knowledge. Furthermore, the findings illustrate various multi-modal resources the students use (e.g. gaze movements, facial gestures, and headshakes) to initiate embodied claims of no knowledge and to show specific exchange structures. Finally, we suggest that certain interactional resources, including embodied vocabulary explanations and Designedly Incomplete Utterances (Koshik 2002), deployed by the teacher after a student’s claim of insufficient knowledge may lead to student engagement, which is a desirable pedagogical goal. Our findings have implications for the analysis of insufficient knowledge, for teaching, teacher education and in particular for L2 Classroom Interactional Competence (Walsh 2006).
Exploring Classroom Discourse Routledge Introductions to Applied Linguistics is a series of intro... more Exploring Classroom Discourse Routledge Introductions to Applied Linguistics is a series of intro-- ductory level textbooks covering the core topics in Applied Linguistics, primarily designed for those entering postgraduate studies and language professionals returning to ...
This book is an essential contribution to the growing literature on vocabulary knowledge since it... more This book is an essential contribution to the growing literature on vocabulary knowledge since it clarifies, in simple language, the very concept of 'vocabulary', the subject of much recent discussion and research (for example see Albrechtsen, Haastrup, and Henriksen 2008; Takač 2008). ...
ABSTRACT Two volumes in one. Thesis (Ph. D.)--Queen's University of Belfast, 2001. Includ... more ABSTRACT Two volumes in one. Thesis (Ph. D.)--Queen's University of Belfast, 2001. Includes bibliographical references. Photocopy.
Investigating Classroom Discourse 'Investigating Classroom Discourse wil... more Investigating Classroom Discourse 'Investigating Classroom Discourse will be of central interest to all who wish to understand and investigate the classroom interactions which take place between teachers and stu-dents. Based on the author's own model of classroom teacher talk, the ...
To what extent do teachers of EFL hinder or facilitate learner contributions by their use of lang... more To what extent do teachers of EFL hinder or facilitate learner contributions by their use of language? How can teachers enhance the quantity and quality of learner output by more careful language use? In what ways do teachers deny learning opportunities by 'filling in the ...
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Papers by Steve Walsh