Moving out of IRF (Initiation‐Response‐Feedback)
A Single Case Analysis
Datos Bibliográficos
| ID | 7900550 |
|---|---|
| Autores | H Z Waring (0000-0002-0652-568X, Columbia University, autor de correspondencia) |
| Año | 2009 |
| Volumen | 59 |
| Número | 4 |
| Páginas | 796-824 |
| Fecha de publicación | 2009-12-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Language Learning (JOURNAL) |
| Identificadores de la revista | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-9922.2009.00526.x |
| OpenAlex | W2134020513 |
| Idioma | EN |
| Citas recibidas | 64 |
| Referencias citadas | 51 |
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
Class (philosophy) · Discourse analysis · Linguistics · Mathematics education · Negotiation · Pedagogy · Sociology · Computer Science · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Psychology
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| Obras citantes distintas | 64 |
|---|---|
| Citas por año | 4,27 |
| Intervalo de citas | 2011 - 2026 (16) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 63 |