Third turn position work during a review quiz game

1. Third turn position work during a review quiz game Okay, repetitions, and reformulations APLNG 586: Classroom Discourse Joan Kelly Hall Fall 2009

2. Overview • Third turn position in IRE sequences • Methodological and analytic procedures • Preliminary analyses • Okay • Repetitions • Right-prefaced reformulations • Concluding remarks

3. Third Turn Position in IRE • Prototypical IRE sequences (Mehan, 1979; Lemke, 1990) • 1st turn: Teacher-initiated question • 2nd turn: Student response • 3rd turn: Teacher evaluation of student response • However, Lee (2007) observes that third turn position is interactionally contingent and accomplishes several actions: • (1) Parsing, (2) steering the sequence, (3) intimating answers, (3) discovering language learners in action, and (4) class management

4. Method • Data • Video-recorded review quiz game in an ESL/ITA class • Focus on 12 questions during review game (i.e., excluded pre- and postgame interaction) • “Unmotivated” noticing • Video recording reviewed by group • Narrowed down to student responses and third turn position • Transcription follows CA conventions as presented in ten Have (2004) • Transcribed data used in concert with video data for analyses • Focus on emergent patterns • Three foci selected • Okay • Repetitions • Right-prefaced reformulations

5. Okay: ‘You are on the right track, but it’s not quite the answer’ Excerpt 10 13 T: okay:, 14 so what does that mean. 15 (1.0) 16 what is it. 17 those are good examples: 18 (1.0) 19 H: so (1.0) um (.) as (.) we (.) say (.) good job 20 maybe we can encourage (.) the student 21 T: right.=

6. Okay: ‘You are on the right track, but it’s not quite the answer’ Excerpt 9 16 T: okay:, • K: (sometimes) you can ask another question 18 t- to restate the the question 19 you didn't understand.

7. Okay: List Construction 18 L: [yes there’re three (.) um types of questions= 19 T: ((nods her head)) 20 L: =first rising question is to (.) uh (.) check (.) 21 the student’s underst↑anding.= 22 T: =okay:,= 23 L: =the ss the second one is a (.) to: (0.1) to check 24 the students’ l↑earning. 25 T: ok[ay:, 26 L: [the third one is to guide the student te:h (.) 27 to: (.) learn the knowledge. 28 T: okay↑ I’ll say that’s close enou↑gh=

8. Repetition: List Construction 13 S: debate, 14 T: debate, ((index finger)) 15 S: discussion, 16 T: discussion, ((index and middle fingers)) 17 S: game, 18 T: game, ((index, middle, ring fingers)) 19 S: student lab. 20 T: student lab. ((index, middle, ring, pinky fingers))

9. Right-Prefaced Reformulations • Found in excerpts 4, 5, 7, 8, 9, & 10 • Excerpt 4 14 C: uh (.) ask the paraph- paraphrasing the (.) definition.= 15 T: =rightyou’re paraphrasing definitions.

10. Excerpt 7 21 C: um international TA in Utah study who study the tape that first thought that uh we can’t was kind of keep the student waiting and it was impolite however they change the idea that if a teacher keep increasing wait time can make a students more comfortable. ((reading)) 25 T: right. They thought it was impolite. That the students wouldn’t like it.

11. Concluding Remarks • Repeated patterns • Okay • Projects reformulated, more specific, or elaborated response • Used to co-construct list answer with student • Repetitions • Similar to okay (list answer) • Right-prefaced reformulations • Provides affirmative evaluation and concise reformulation of student response • Brings question to close

12. Future Directions • Expand data set • More examples needed to confirm/disconfirm patterns • Include non-quiz game data • Are these patterns found only in review quiz games or are they pervasive in “regular” teaching • Other teachers/classes • More focus on intonation contour/prosodic features • Following student response vs. contrasting/differing from student response