Teacher Reformulations of Students , Answers during an Episode of Pedagogical Talk 1
Year: 2006
Type: article
Abstract: Interaction which occurs between teachers and students engaged in pedagogical talk in classroomsis typically organized into three-part sequences. These sequences have been given a variety oflabels, such as Initiation-Response-Feedback (IRF) sequences. An important question related tothis kind of three-part sequence is whether it is facilitative of or counter-productive for learning.While not providing a definitive answer to this question, this paper investigates the work that isaccomplished by the third part of the sequence, the F-component, in a series of such sequencesduring an episode of pedagogical talk that occurs in an English as a foreign language classroom.This then allows for some consideration of how these F-components, and these IRF sequences,may provide or deny opportunities for learning.
Author: E. A. Hauser
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2124219237