How pre‐service L2 English teachers use accounts to mitigate turn allocation to unwilling participants in microteaching
Bibliographic Data
| ID | 17366408 |
|---|---|
| Authors | Eunseok Ro (0000-0002-7914-7704, Department of English Education Pusan National University Busan South Korea), Hyunwoo Kim (0000-0003-4810-6333, Department of English Language and Literature Yonsei University Seoul South Korea, corresponding author) |
| Year | 2026 |
| Publication date | 2026-03-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Modern Language Journal (JOURNAL) |
| Journal identifiers | ISSN: 0026-7902 • E-ISSN: 1540-4781 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/modl.70047 |
| OpenAlex | W7134180220 |
| Language | EN |
| Citations received | 1 |
| References cited | 52 |
This study investigates how pre‐service L2 English teachers manage turn allocation when student willingness to participate is uncertain or absent during microteaching sessions. Drawing on conversation analysis (CA), we examine video‐recorded teaching demonstrations conducted by undergraduate L2 English education majors in South Korea. The analysis focuses on how novice teachers deploy accounts—justificatory or explanatory remarks—to mitigate the imposition of participation, particularly when open solicitations fail to elicit responses. The study identifies three distinct strategies: (1) grounding a forthcoming nomination in students’ displayed conduct, (2) expressing discomfort before nominating a reluctant speaker, and (3) escalating to whole‐class instruction to mobilize reluctant participation. Across cases, teachers also mobilize affiliative resources such as smiles and laughter to manage interactional delicacy while sustaining instructional progressivity. These findings extend the CA research on classroom interaction by specifying how student unwillingness to participate is locally produced, recognized, and managed in simulated teaching contexts, and by elaborating the interactional resources through which pre‐service teachers display classroom interactional competence. Beyond documenting pedagogical practices, the study also contributes to language teacher education research by demonstrating how microteaching functions as an analytically consequential site for examining pre‐service teachers’ participation management and turn‐allocation practices
Conversation · Conversation analysis · Delicacy · Impromptu · Microteaching · Nomination · Paraphrase · Student teacher · Turn-taking · Communication in Education and Healthcare · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies
Exploring Classroom Discourse
Social Interaction and L2 Classroom Discourse
Turn-Sharing
Learner initiatives and learning opportunities in the language classroom
Turn organization
Glossary of transcript symbols with an introduction
Moving out of the here and now
Pre-service teachers’ hinting practices in managing responses in a microteaching context
Orientations to teaching in reflective talk
Why micro-teaching falls short in pre-service teacher education
Learning Lessons
The use of invitations to bid in classroom interaction
Pursuing a Response by Repairing an Indexical Reference
The impact of microteaching on preservice EFL teachers
Creating opportunities for L2 learning in a prediction activity
Establishing Recipiency in Pre-Beginning Position in the Second Language Classroom
Any Questions?”
Teacher response pursuits in whole class post-task discussions
On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research
Pursuing Information
Epistemic status check' as an interactional phenomenon in instructed learning settings
A Simplest Systematics for the Organization of Turn-Taking for Conversation
The organization of turns at formal talk in the classroom
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |