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Classroom Interaction: A Dynamic of Questions and Answers: Interacción en El Aula: Una Dinámica de Preguntas y Respuestas
Classroom Interaction: A Dynamic of Questions and Answers: Interacción en El Aula: Una Dinámica de Preguntas y Respuestas
Classroom Interaction: A Dynamic of Questions and Answers: Interacción en El Aula: Una Dinámica de Preguntas y Respuestas
2
ISSN 2011 - 835X (printed)• ISSN 2463 - 1965 (online)
July, December – 2015, pp. 15-33
Classroom Interaction:
a Dynamic of Questions and Answers1
Interacción en el aula:
una dinámica de preguntas y respuestas
How to cite this article (APA, 6th ed.): Pineda, J. (2015). Classroom interaction: a dynamic
of questions and answers. Enletawa Journal, 8 (2), 15 – 33.
Abstract
The intention of the following study is to evidence some conversational issues
during spontaneous interaction such as pre-allocation, adjacency pair, referential
and display questions, confirmation check, discourse markers, preferred and dis-
preferred actions, and overlapping, by means of the interpretation and analysis
of four extracts taken from a conversation of 45 minutes. The participants in the
study were an English teacher and her eight graders from a private institution.
Each extract was analyzed carefully taking into account the conversational analysis
approach. The findings revealed that during the interaction between the teacher
and the students and in the dynamic of questions and answers, it is more common
to find that the teacher is the one in charge of starting the conversation and initiating
the adjacency pairs.
1 This article is the result of a reflective and interpretative research study titled: Interactions inside the foreign language
classroom from a conversational analysis approach. This study is already finished.
2 Professor at the Universidad Pedagógica y Tecnológica de Colombia and a part time teacher at The English Path
Center Institute. Degree in modern languages of the UPTC. She is currently an M.A. candidate in teaching foreign
languages (UPTC).
15
Classroom Interaction: A Dynamic of Questions and Answers
Resumen
El propósito del siguiente estudio es evidenciar algunos aspectos durante la
interacción espontánea tales como: pre-asignación, par próximo, preguntas de re-
ferencia y de visualización, confirmación, marcadores discursivos, acciones pre-
ferentes y no preferentes y solapamiento en la conversación, por medio de la in-
terpretación y análisis de cuatro partes de una conversación de 45 minutos. Los
participantes del estudio fueron una docente de inglés y sus estudiantes de grado
octavo de una institución privada. Cada una de las partes fue analizada cuidado-
samente teniendo en cuenta el enfoque de análisis conversacional. Los hallazgos
revelaron que durante la interacción entre la docente y los estudiantes y en la diná-
mica de preguntas y respuestas, es más común percibir que la docente es la encar-
gada de dar inicio a la conversación y al par próximo.
16 | Pineda Fagua
Master Program in FL Teaching
Enletawa Journal • Vol. 8, No. 2, July - December 2015. ISSN 2011-835X (printed) 2463-1965 (online). Pages 15-33 17
Classroom Interaction: A Dynamic of Questions and Answers
18 | Pineda Fagua
Master Program in FL Teaching
that “a greeting gets a greeting return, the participations and therefore the pre-
and congratulations prompt a thank allocation of the turns when talking.
you. These are examples of preferred Referential and Display Questions
sequences” (p. 66). So, it is possible to According to Fajardo (2008) the
say that the preferred actions portray display questions are the ones whose
kindness, but if instead of a greeting answers are known by the teacher
return the speaker does not answer or meanwhile, the referential ones are not.
respond with something different the In this case, the questions constitute
action is dis-preferred. the essence of interaction, because
In this way, the preferred and most of them unveil power, insistence,
dis-preferred actions are culturally and control of main answers, and the
determined. The tone of voice, the obedience, quick or slow reaction or
sorts of words, and the attitudes will answer, and the dissafiliative attitudes
reveal if the action is preferred or of students´ responses.
dispreferred. For instance, if someone
invites us to have a coffee, it is possible Confirmation Check
to accomplish the adjacency pair According to Fajardo (2008)
accepting or refusing. So, in the case of confirmation check is “the particular
a refused answer it is possible to answer way to test understanding of students
roughly (a rude attitude, or screaming turn” (p. 15). This is a way to establish
a negative answer,) or kindly (smiling agreements among students and
and thanking for the invitation) but the teacher in order to obtain a better
intention is the same, not to accept the understanding of the communicative
invitation (dis-preferred action). messages.
According to Pica (1987)
Pre-allocation confirmation checks are “moves by
According to Seedhouse (2013), cited which one speaker seeks confirmation
by Bayley et al. (2013), “pre-allocation of others’ preceding utterance through
refers to the turns allocated in advance” repetition, with rising intonation, of
(p. 97). Also, Fajardo (2008) affirms what was perceived to be all or part
that pre-allocation is when teachers of the preceding utterance” (p. 3). So,
nominate who should respond in the confirmation check implies an intention
next turn. In other words, pre-allocated of clarifying, then it is necessary to
turns reveal the power or control over manifest disposition form both parts,
the interaction. In the case of learning a and an attitude to elucidate.
foreign language the teacher is the one Repetitions and rising intonation
who controls, assigns and determines in educative settings allow students
and teachers to get an identity, because
Enletawa Journal • Vol. 8, No. 2, July - December 2015. ISSN 2011-835X (printed) 2463-1965 (online). Pages 15-33 19
Classroom Interaction: A Dynamic of Questions and Answers
when students do not understand what purposes of the speech and attempt to
teachers say, they will ask the teacher to interrelate the ideas of the discourse.
repeat the explanations about the topic Overlapping
studied in class. Also it is possible that According to Liddicoat (2007),
the confirmation checks allow students overlapping occurs “when two speakers
to understand better what the teacher begin to speak at the same time” (p.
did not pronounce clearly. This is the 29). In other words, overlapping is
real dynamic of conversations in the simultaneous talk. This simultaneous
educative contexts where teachers and talk reveals that interaction is
students are involved in academic and mediated by unexpected situations and
social situations. Then, teachers and interferences that, of course, are part of
students have an identity in which talk and interaction.
clarifying doubts or misunderstandings
are the roles of teachers and pupils. Methodology (Setting and
Research Question)
Discourse Markers In order to analyze the dynamic of
For Feng (2010) discourse markers questions and answers when teachers
are “one set of linguistic items that and students interact, 45 minutes of
function in discourses of various an EFL class were video-recorded,
styles or registers” (p. 1). According to from those 45 minutes just ten were
Redeker (1991), cited by Feng (2010), transcribed, and from those 10 minutes,
the discourse markers are “operators, four extracts of 2 minutes were
words or phrases, for instance, a analyzed.
conjunction, adverbial, comment Each one of the extracts were
clause, interjection that is uttered with analyzed taking into account the
the primary function of bringing to theoretical constructs defined and
listeners´ attention a particular kind described in the previous section. In
of the upcoming utterance with the addition, they were interpreted keeping
immediate discourse context” (p. 1). in mind the pedagogical implications of
The discourse markers complement the interaction evidenced in each extract
the speech, since these add meaning and each turn. The excerpts unveil
and focus speakers and listeners’ the influence of the conversations and
attention in a specific situation. The turn taking in the development and
discourse markers better support what constitution of the lesson content.
the speaker pretends to say. Also, the On the other hand, the researcher
discourse markers provide contextual used the Conversational Analysis
coordination to ongoing talk while at approach as the research methodology
the same time they are immersed in the for analyzing and interpreting the
20 | Pineda Fagua
Master Program in FL Teaching
data. According to Negretti (1999), English level was pre- intermediate and
the conversational analysis approach they were able to communicate simple
“focuses on how individuals in social ideas using the foreign language, even
setting engage in meaningful acts though some students showed some
through language and make sense of the communicative difficulties due to lack
world around them” (p. 76). Negretti of vocabulary, accuracy or anxiety.
(1999) also says that this approach In general there was good rapport
“investigates the machinery and the inside the class as evidenced by the
structure of social action in language, respect between the teacher and
avoiding pre-formulated theoretic students. The students acknowledge
categories” (p. 75). In other words, in the role of the teacher as the head of the
the conversation analysis approach class and she was kind to the pupils.
the topic of research is the social
organization of activities conducted Research Questions
through talk (Wooffitt, 2005). In brief, • What are the most common
the conversational analysis approach conversational analysis issues
attempts to make close examination of presented during interactions in an
natural talk in regards to the different EFL class?
structures and rules that govern the • What do adjacency pairs reveal
conversation and the social actions. about classroom interaction?
Setting. This study was carried
out with a group of thirteen students Findings and Discussion
who belonged to the eighth grade at After video-recording, transcribing
a private school in Tunja. The ages of and selecting the extracts, each turn
these students were between 14 and 15 was analyzed carefully in order to offer
years old. an interpretation of what was found
These students were motivated and in the data. So, the extracts and their
exhibited good behavior and attitudes descriptions and interpretation are
in their English classes. This was displayed in the following lines. These
evident in the video recording when extracts portray highly addressed
the researcher observed they showed interactions and according to
high participation. For example when Scheinkman (2008), interaction entails
the teacher asked them to pray or when “particular forms of externalities, in
they had to sing the song, they complied which the actions of a reference group
with the request. Also, when the teacher affect an individual’s preferences”
was reflecting upon some situations (p. 1). So, in this study, teacher and
in the classroom, they demonstrated students were interchanging concepts,
respect for and focus on them. Their ideas, and opinions in regards to the
Enletawa Journal • Vol. 8, No. 2, July - December 2015. ISSN 2011-835X (printed) 2463-1965 (online). Pages 15-33 21
Classroom Interaction: A Dynamic of Questions and Answers
different situations which will be Extract 1 shows the control that the
described in the following lines. That teacher has over the questions, since
interchange of information determined she is the one who formulates them
the course of the talk and the sequence throughout the conversation. So, in turn
of the class. 1 the teacher starts with a preparation of
the atmosphere in order to reflect upon
Extract 1: (This extract was the result the fact that the English classes are not
of a reflection that the teacher made, just for playing but also for didactic
because in a previous class the students activities. In this sense, she states a
were very noisy when addressing display question (no pre-allocation)
didactic activities. So, the principal of using a discourse marker. This display
the school called the teacher’s attention question unveils that the teacher knows
due to that situation). that the students are conscious about
this situation, and it is necessary for her
1. T: so the English classes are not for classes to remember it.
only games as you know that ok ↑ In turn 2 the teacher still has the floor
2. T: What happened yesterday ↑ with a new display question, this is not
pre-allocated again. So, there is another
3. S1: Ehhhh ehhhhh
adjacency pair with a dissafiliative
4. T: in the class ↓ response, because the S1 just hesitates
5. S1: Ehhhh and does not give the answer that the
teacher hopes for and knows. Besides,
6. T: only ## one of you (the teacher
this dissafiliative response is given by S1
point at with his finger to S3)
who auto dominates his participation,
7. S1: Laura even though he is not able to answer;
8. T: Camila this fact confirms that the teacher does
not pre-allocate the turn.
9. S3: no, no quiero
In turn 4 the teacher assumes the
10. ((No, I don´t want)) role of facilitator, because she helps
11. T: Tell us what happened ↓ S1 providing him more information in
order for him to answer the question,
12. S3: [ehhhhhh
however he continues hesitating and he,
13. T: [you were doing what ↓ again, auto dominates his participation.
14. S1: tell us tell us jajajjajaj Therefore, in turn 6 the teacher decides
to pre- allocate the turn and she assigns
15. T: tell us
it to S3. Immediately S1 pronounces the
16. S3: they play the and first name of the speaker, and in turn
8 the teacher pronounces the second
22 | Pineda Fagua
Master Program in FL Teaching
name of the same speaker (confirmation has to deal with many situations
check). (linguistic, social, attitudinal, etc).
In this order of ideas, the teacher In this order of ideas, the role of
pre-allocates the turn, she assigns teacher is more than questioning
the question to S3, and she obtains a and answering. The teacher has to
dissafilliative response (turn 9), the assume different roles in order to have
speaker refuses to answer. However, effective communication. In the case
she insists and it is evident that the of the previous extract, to reflect on
teacher attempts to take control of the and recognize what happened in the
situation through exercising authority previous class and their consequences
as the teacher by giving orders which in order to avoid those kinds of
have to be obeyed by the students (turn behavior in the future, it is important
10). to note that teaching a foreign language
Things change when in turn 11 S3 tries is also a matter of an integral education
to answer by hesitating. The previous mediated by the dialogue not just of
attitude of the teacher generates a grammar, syntax, or communicative
sense of obligation, in the students, skills, but also good behavior and
to say or assume a different position. rapport inside and outside the
Nevertheless, the teacher overlaps classroom. The extract shows that
the student and she reformulates the dialoguing about disciplinary aspects
question for her (turn 12) giving more can be an excuse in order for students
information (facilitator). In this part of to practice and use the language.
the interaction there is an adjacency pair
which is not accomplished, because the Extract 2: (in this extract the students
S3 does not answer and instead of it, in are going to practice a song that they
turn 13 and 14 the S1 intervenes and the were preparing in previous classes).
teacher insists on obtaining the answer 1. T: and ## (She points out with
as a way to pressure S3. Finally, the S3 her finger)do you have the lyrics
accomplishes the adjacency pair with a ↑ Camilo do you have the lyrics
dissafiliative response. David ↑ the lyrics the lyrics Camila
In this way, the previous description ↓ yes the lyrics Heidy ↓ who has the
shows that even though the teacher is lyrics ↓ I told you ## (she moves
the authority in the classroom and the her head) les dije que las pegaran
one who formulates questions, it does en el cuaderno
not mean that the students have to 2. ((I told you have to paste them in
assume an affilliative response. Also, your notebook)).
the extract reveals that, in the dynamic
3. S2: ay en serio ↑
of questions and answers, the teacher
Enletawa Journal • Vol. 8, No. 2, July - December 2015. ISSN 2011-835X (printed) 2463-1965 (online). Pages 15-33 23
Classroom Interaction: A Dynamic of Questions and Answers
24 | Pineda Fagua
Master Program in FL Teaching
at S4 asking him for the answer but and the discourse marker confirms it.
she does not give him the opportunity The response is dissafilliative, because
to answer. This happens because she S1 hesitates and he just answers “more
realizes that the student is looking for and less”, which is not what the teacher
the lyrics and he does not find it, so she expects to hear. Then, the teacher (turn
insists on her concern about the lyrics 11) punishes the student by telling him
telling the students the importance that he will have to sing alone because
of having them. In other words, she he does not have the lyrics.
presses the student to find the lyrics, In turn 13 the teacher initiates
because he has to participate in class an adjacency pair pre-allocating the
singing and practicing the song. In this turn again. The adjacency pair is
part of the interaction the adjacency accomplished and the response is
pair is affiliative and accomplished dissafiliative, because the teacher
(turn 5 and 6) because the teachers is expected that he had the lyrics, since
asking S4 (by means of eye contact) to she told all students to paste them in
look for the lyrics, and the S4 answers their English notebooks the previous
affirmatively, since he says to her he is class. Also this dissafiliative response is
looking for it. Besides, as the teacher is confirmed by the non-verbal language.
insisting on the lyrics she waits for an In turn 15 the teacher does not just
affiliative answer. accept the negative response, but she
In addition, the teacher assumes an asks for the reasons which allows her to
imperative attitude in which she reveals understand why the student does not
that her orders must be followed by the have the lyrics. Finally, she realizes that
students, even though she ends the most of the students do not have the
conversation with the student ignoring lyrics, then in order to develop the class
her rejection and objection (turns 7 and she has to find a solution; the solution
8) and initiating another adjacency being to join the students by pairs.
pair with the S1. What is clear is that Keeping in mind the previous
she is not interested in listening to description, it is evident that the
the student’s explanations and she interaction is dominated by adjacency
demonstrates with this attitude that the pairs and a dynamic of questions and
only important issue in the conversation answers. All of those adjacency pairs
is the lyrics of the song. were initiated by the teacher, and it
This new adjacency pair is initiated unveils and confirms that the teacher
by the teacher, and she pre-allocates is the one who generates the first steps
the turn, because she realizes that S1 of interaction, and this shows control,
does not have the lyrics, so as to call his authority and classroom management.
attention. The question is a display one
Enletawa Journal • Vol. 8, No. 2, July - December 2015. ISSN 2011-835X (printed) 2463-1965 (online). Pages 15-33 25
Classroom Interaction: A Dynamic of Questions and Answers
In this case, the problem is the fact with a referential question without pre-
that most of the students did not bring allocation, but she does not offer the
the lyrics of the song to class, and space to respond. She continues her
the conversation and interaction is a turn with another referential and yes/
situation of pressing questions around no question pre-allocating the turn. The
this issue. So, at the end of the talk, the purpose of this interrogative statement
teacher gives up and recognizes that is to narrow the answer in order to
for this class individual work will not obtain a yes or a no response, and win
be possible, and she does not have any time in order to question other students.
other option but to group the students. In turn 2, S8 gives an affiliative
Anyway she facilitates the development response through non-verbal language.
of the activity (practicing the lyrics). In turn 3 the teacher´s questions are
ways to affirm that the song was nice for
Extract 3: In this part of the class, the student. The teacher goes on in the
the students have already practiced the conversation pre-allocating the turn for
song. the speaker 10, but S9 auto dominates
his turn and tries to answer in Spanish.
1. T: ahhh what do you think about Something interesting happens in
the song ↓ is it good ↑#### (she turn 7, when the teacher realizes that
points at S8) the student answers in Spanish, she
• S8: ### (She nods) overlaps him saying that he has to
respond in English, this means that she
• T: yes ↓ for you ↑ for a despecho ↑
reminds him that he is in English class
right ↑
and it implies that they must use the
• Ss: Jajajjajajja English language for talking. It is a way
• T: what is your opinion David tell to get recognition from her class.
us ↓ Shhhh silence Another important issue is that even
though the teacher pre-allocates the
• S9: [ ()
turn the adjacency pair fails, because
• T: [In English in English another student auto dominates his
• S10: it is very ## (she touches response, however the assigned student
his face) smile sonriente yuber responds after two turns. The response
sonriente is in English because he already knows
that teacher expects that he uses
((cheer up yuber cheer up)) English.
Thus, in this case, the adjacency pairs
In extract 3 at the very beginning initiated by the teacher are evident most
the teacher initiates the adjacency pair of the time. Also, it shows that many
26 | Pineda Fagua
Master Program in FL Teaching
unexpected events can happening in the topics studied in previous classes. She
transition from a question to an answer. does it in order to prepare the students
Supposedly if the teacher pre-allocates for the activity which is related to these
a turn, the pre-allocated speaker has topics. The response of S1 is afilliative
to answer, but this extract shows that and the adjacency pair is accomplished
it cannot be generalized, because any immediately, because there are no
student can auto dominate and take the hesitations in this student´s responses.
turn of the assigned student. He answers quickly, and it is not
necessary for the teacher to reformulate
Extract 4: In this part of the or repeat the question for this student.
conversation the students are laughing In turn 3 The teacher unveils a
about some funny statements from one confirmation check and in turn 4 the
of their classmates. speaker 2 uses a discourse marker
in order to support the confirmation
1. T: Ok so we are not going to laugh check of the teacher. In other words,
all the time ok now we are going to this case is an example of an effective
do an exercise do you remember ## and accomplished adjacency pair with
(she counts using his fingers) will an affiliative response.
going to and might right ↓
• S1: Yes Conclusions and Implications
Finally, it can be concluded that the
• T: will going to and might
most common issues revealed during
• S2: right ↓ interaction in the context of an EFL class
with eight graders at a private school in
In this extract, the teacher uses a Tunja are: adjacency pairs, preferred
discourse marker in order to introduce and dispreferred actions (affiliative and
a reflection about laughing in class, disafilliative responses), pre-allocation,
after that she uses the same discourse overlapping, referential and display
marker in order to inform students questions and confirmation check.
about the exercise that they will Besides, the adjacency pairs during
develop in a while. It is interesting that interaction are initiated, most of the
in the announcement of the exercise she times, by the teacher. Some of those
includes herself as part of the ones who adjacency pairs are accomplished by
will develop the exercise, this creates means of affiliative and disaffiliative
an affiliation among students and the responses. The disaffiliative answer
teacher. is more evident when the teacher pre-
By the same turn the teacher states allocates the turn of response. The
a referential question related to the opposite situation occurs when the
Enletawa Journal • Vol. 8, No. 2, July - December 2015. ISSN 2011-835X (printed) 2463-1965 (online). Pages 15-33 27
Classroom Interaction: A Dynamic of Questions and Answers
teacher does not pre-allocate the turn. she did not obtain affiliative answers,
Besides, in many cases, the adjacency but dissafiliative responses (some
pairs are not accomplished because of students did not have the lyrics), then
teacher´s insistence and repetition of she had to find strategies to avoid that
the same question. those dissafilitiave answers hinder the
Furthermore, the adjacency pairs are satisfactory development of the class
essential part of classroom interaction (for that reason, she decided to group
and, issues like overlapping, pre- the students).
allocation, confirmation check, display In this sense, students fight for the
and referential questions, complement possibility of answering, doubting,
and constitute the essence of or being in silence when facing some
questioning and answering. Adjacency issues. The teacher used questions
pairs determine the kind of interaction as a way of obtaining her students’
and the kind of questions and answers recognition. When pre-allocating the
that teachers and students state in turns, both, teacher and learners, intend
order to talk. The adjacency pairs to expedite the answers, or to insist on
reveal that there is no certainty about obtaining responses and getting the
what can happen in class, and with this attention from someone who is not
study what it is, indeed sure, is that concentrating on the class or someone
questions, answers and adjacency pairs who does not have the materials. So,
are the substance of the pedagogical the adjacency pairs depict when the
development of the teaching and teacher has the power to call students´
learning process. Also the adjacency attention in order for them to answer
pairs show that there is a permanent and be active participants in their
battle among teachers and students for learning process.
control, power, decision making, turn
taking, among other aspects, because Rerefences
the teacher takes advantage of questions Anderson, J., Beard, F., & Walther, J. (2010).
to express authority, call her students’ Turn-Taking and the local management
attention, and ensure they accomplish of conversation in a highly simultaneous
rules for the class. computer-mediated communication system.
For the above mentioned, Bloomington: Indiana University.
questioning students is a way of Bayley, R., Cameron, R., & Lucas, C. (2013).
demanding answers from the students. The Oxford Handbook of Sociolinguistics.
For example, when teacher of this Oxford: Oxford University Press.
study asked students for the lyrics, Fajardo, A. (2008). Conversation analysis
she was intending to develop the (CA): Portraits of interaction in a foreign
class as she had planned, however
28 | Pineda Fagua
Master Program in FL Teaching
Enletawa Journal • Vol. 8, No. 2, July - December 2015. ISSN 2011-835X (printed) 2463-1965 (online). Pages 15-33 29
Classroom Interaction: A Dynamic of Questions and Answers
30 | Pineda Fagua
Master Program in FL Teaching
• ((we already did it, didn´t it what is • ((ay, do not record my self))
greeting)) • T: Ohh my god ok camilo what are
• S3: ehhhh la oración ↑ you doing there ↓
Enletawa Journal • Vol. 8, No. 2, July - December 2015. ISSN 2011-835X (printed) 2463-1965 (online). Pages 15-33 31
Classroom Interaction: A Dynamic of Questions and Answers
• ((I told you have to paste them in • T: ready ↑ yes and the lyrics ↓ ready
your notebook)). ↑ there are some groups that I am
not listening right ↑ there are some
• S2: ay en serio ↑
people that I am not listening to sing
• T: I told you
32 | Pineda Fagua
Master Program in FL Teaching
Enletawa Journal • Vol. 8, No. 2, July - December 2015. ISSN 2011-835X (printed) 2463-1965 (online). Pages 15-33 33