Managing discussions after student presentations in English as a foreign language seminars

Warning

This publication doesn't include Faculty of Education. It includes Faculty of Arts. Official publication website can be found on muni.cz.
Authors

TŮMA František

Year of publication 2018
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Arts

Citation
Description Although discussions after student presentations play an important role both educationally and academically, the dynamics and organization of these discussions remain relatively understudied. Building on a data set consisting of 12 videotaped follow-up discussions (collected in an undergraduate English as a foreign language course), this conversation-analytic study describes three practices that an instructor employed when managing discussions after student presentations: (1) the instructor created space for audience questions and participation by not speaking first after the presenters invited the audience to ask questions, (2) she elicited audience questions when there were none and (3) she encouraged the presenters to express themselves when answering her questions by using the “mhm” continuer. Using these practices the instructor controlled the ongoing interaction in order to achieve the institutional goal of creating space for exchanges among seminar participants and to provide the participants with opportunities to engage in oral communication in academic settings.

You are running an old browser version. We recommend updating your browser to its latest version.