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Author(s): Christine M. JACKNICK

Journal: Novitas-ROYAL
ISSN 1307-4733

Volume: 5;
Issue: 1;
Start page: 39;
Date: 2011;
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Keywords: Conversation Analysis | post-expansion | student-initiated sequences | agency | IRE

Although conversation analysis (CA) began as a field focused on everyday talk-in-interaction, focus quickly extended to institutional talk (c.f., Drew & Heritage, 1992). Conversation-analytic research on classrooms has yielded an enormous base of knowledge about how the work of classrooms is done in and through language. Language classrooms have received a great deal of focus, with entire monographs dedicated to the subject (Markee, 2000; Seedhouse, 2004). Using conversation analysis to examine one type of sequence in classroom talk, this study focuses on the occurrence of post-expansion in student-initiated sequences. In these cases, the traditional three-part exchange is inverted; a student initiates a sequence, the teacher responds, and the student follows-up in the third turn in some way. In particular, both minimal and non-minimal post-expansions are examined not only in terms of their sequential placement, but also in terms of the interactional accomplishments of such turns. By detailing student use of post-expansion, this study demonstrates student use of power-moves in initiating sequences, role reversal, and student-created “wiggle room” (Erickson, 2004) – all of which suggest that the students are agents in their own learning.
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