Troubleshooting During a Language Class: Analysis of Classroom Discourse in First-Year Japanese as a Foreign Language Classrooms
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2023
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Much of the existing empirical research on classroom discourse has been framed by the notion of the Initiation-Response-Feedback (IRF) sequence, but this very notion has been challenged by scholars as the IRF sequence may not be as productive as existing literature shows. This paper aims to contribute to the existing literature on classroom discourse on how teachers and students negotiate their interactions in the classroom in light of classroom management with a more fluid version of the IRF sequence. I analyzed three separate moments of classroom interaction in a Japanese as a Foreign Language (JFL) classroom at the university level in this paper, where the teachers and students are engaging in resolving an issue in class, which I use the generic term ‘troubleshooting’ to describe the interaction. The findings reveal that troubleshooting can happen at any point in time during class: mid-activity, transitioning between activities, or pre-activity. By showcasing these examples, we may be able to further examine the fluidity of the classroom discourse, as well as how participants experience the classroom.
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Classroom interaction, Japanese as a Foreign Language, Troubleshooting, Student-teacher dynamics, conversation analysis
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