Creating opportunities for L2 learning in a prediction activity. (November 2017)

• Record Type: Journal Article
• Authors: Sert, Olcay
• Is Part Of: System. Volume 70(2017)
• Page Start: 14
• Page End: 25
• Publication Date: 2017-11
• Subjects: Prediction activities -- Conversation analysis -- L2 classroom interaction -- Learning opportunities -- Learner initiatives -- CIC; Language and languages -- Study and teaching -- Periodicals; Langage et langues -- Étude et enseignement -- Périodiques; Electronic journals; 407
• DOI: 10.1016/j.system.2017.08.008
• Languages: English
• ISSNs: 0346-251X

Abstract

Abstract: In addressing teacher talk and its role in providing opportunities for learning in L2 classrooms, a growing number of studies have investigated different ways teachers manage learner initiatives and demonstrate L2 Classroom Interactional Competence. However, despite their commonness in L2 classrooms, an investigation into pre-listening/watching activities (e.g. prediction activities) is scarce in terms of how learning opportunities are created. Based on a corpus of fourteen 45-min EFL classes videotaped at a secondary school in Turkey, the current paper explores the ways student engagement is enhanced and learning opportunities are enacted in pre-watching activities in meaning and fluency contexts. Drawing on the analyses of detailed transcriptions of such activities and utilizing the micro-analytic lens of multimodal conversation analysis, it is revealed that the teacher creates opportunities for language learning by successfully managing learner initiatives and emergent knowledge gaps; evidenced through the appropriate use of resources like embedded correction, embodied repair, and embodied explanations. Evidence for potential language learning will be shown by tracking students' use of a phrase in meaningful communicative events. The findings have implications for research on L2 classroom interaction, teacher talk, and instructed language learning.