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- Title
Moving out of IRF (Initiation-Response-Feedback): A Single Case Analysis.
- Authors
Hansun Zhang Waring
- Abstract
A common practice in classroom discourse is the IRF sequence (teacher initiation–student response–teacher feedback; Sinclair & Coulthard, 1975 ; cf. IRE in Mehan, 1979 ). Based on a single case analysis from an adult English as a second language (ESL) class, this article demonstrates how one ESL student manages, in close coordination with the teacher, to move out of a series of uninterrupted IRFs during a homework review activity, establishing instead a renewed participation structure that allows for student-initiated negotiations, which her coparticipants then jointly orient to and successfully accomplish. The analysis suggests that creating negotiation-rich opportunities is paramount not just during pair and group activities, but more critically, during teacher–whole class interactions.
- Subjects
CLASSROOM dynamics; FOREIGN language education; TEACHERS; LECTURES &; lecturing; STUDY skills; PSYCHOLOGICAL feedback
- Publication
Language Learning, 2009, Vol 59, Issue 4, p796
- ISSN
0023-8333
- Publication type
Article
- DOI
10.1111/j.1467-9922.2009.00526.x