Troubleshooting During a Language Class: Analysis of Classroom Discourse in First-Year Japanese as a Foreign Language Classrooms

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dc.creatorTAN, Zhi Ying Samantha
dc.date.accessioned2023-12-19T21:34:34Z
dc.date.available2023-12-19T21:34:34Z
dc.date.issued2023
dc.description.abstractMuch 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.
dc.identifier.urihttps://hdl.handle.net/10125/107629
dc.rightshttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectClassroom interaction
dc.subjectJapanese as a Foreign Language
dc.subjectTroubleshooting
dc.subjectStudent-teacher dynamics
dc.subjectconversation analysis
dc.titleTroubleshooting During a Language Class: Analysis of Classroom Discourse in First-Year Japanese as a Foreign Language Classrooms
dcterms.typeText
dspace.entity.type

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Volume 4, Fall 2023