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ERIC Number: EJ863815
Record Type: Journal
Publication Date: 2009-Dec
Pages: 29
Abstractor: As Provided
Reference Count: 64
ISSN: ISSN-0023-8333
Moving out of IRF (Initiation-Response-Feedback): A Single Case Analysis
Waring, Hansun Zhang
Language Learning, v59 n4 p796-824 Dec 2009
A common practice in classroom discourse is the IRF sequence (teacher initiation-student response-teacher feedback; Sinclair & Coulthard, 1975; cf. IRE in Mehan, 1979). Based on a single case analysis from an adult English as a second language (ESL) class, this article demonstrates how one ESL student manages, in close coordination with the teacher, to move out of a series of uninterrupted IRFs during a homework review activity, establishing instead a renewed participation structure that allows for student-initiated negotiations, which her coparticipants then jointly orient to and successfully accomplish. The analysis suggests that creating negotiation-rich opportunities is paramount not just during pair and group activities, but more critically, during teacher-whole class interactions.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A