Initiating and carrying out L2 instruction by asking known-answer questions: Incongruent interrogative practices in bi- and multilingual peer interaction

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)


Interna författare/redaktörer


Publikationens författare: Fredrik Rusk, Fritjof Sahlström, Michaela Pörn
Publiceringsår: 2017
Tidskrift: Linguistics and Education
Volym: 38
Artikelns första sida, sidnummer: 55
Artikelns sista sida, sidnummer: 67
eISSN: 1873-1864


Abstrakt

Conversation analytic (CA) studies on second language (L2) learning show that known-answer questions posed by teachers form an integral part of the social interaction in L2 classrooms. However, studies on peers asking known-answer questions of each other when orienting to L2 learning have not been conducted. Focusing on L2 learning as social action, and using the CA framework of epistemics in interaction, this study investigates how peers use known-answer questions as interactional practices in L2 learning. In the epistemic framework, known-answer questions can be called incongruent interrogatives; the results show that they appear to initiate instructional sequences and propose epistemically asymmetric positions when peers engage in the joint activity of L2 learning. This study demonstrates that peers are capable of doing L2 learning and illustrates the need to provide students with the opportunity, and responsibility, to do L2 learning with each other.


Nyckelord

Conversation analysis, Epistemics in interaction, Second language learning, Social interaction

Senast uppdaterad 2019-17-10 vid 04:21