GRAD STUDENT POSTER SESSION: CLASSROOM-BASED DISCOURSE ANALYSIS
Bio: This poster session will feature ten original classroom-based discourse analyses conducted by graduate students in the English Language Teaching Practices (ELT) program at Akita International University (AIU). In their final project for Introduction to Foreign Language Acquisition class, students were required to collect authentic classroom discourse data, transcribe it using conversation analysis (CA) methodology, and provide an analysis of the discourse using what they have learned in the course. Finally, they were asked to provide a reflection about what they discovered in the process, and how their teaching will change as a result. This project is based on a framework designed by the course instructor in which student teachers learn the value of integrating action research with reflective practices (see Hale, Nanni & Hooper, 2018). There will be three rounds of poster sessions, each lasting approximately 20 minutes. Participants will be able to move freely between concurrent poster sessions.
December 16, 2023 (Sat)
Time: 14:00–15:15 (approximately)
Venue: Akita International University (RM: D103)
Bio: This poster session will feature ten original classroom-based discourse analyses
conducted by graduate students in the English Language Teaching Practices (ELT)
program at Akita International University (AIU). In their final project for Introduction to
Foreign Language Acquisition class, students were required to collect authentic
classroom discourse data, transcribe it using conversation analysis (CA) methodology,
and provide an analysis of the discourse using what they have learned in the course.
Finally, they were asked to provide a reflection about what they discovered in the
process, and how their teaching will change as a result. This project is based on a
framework designed by the course instructor in which student teachers learn the value
of integrating action research with reflective practices (see Hale, Nanni & Hooper,
2018). Participants will be able to move freely between concurrent poster
sessions.
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#1 Turn-taking Practices in Hong Kong Students' Discussion
Wingyiu LING
Abstract: This research analyzes data of a group discussion of university students in
Hong Kong using conversation analysis (CA). Focusing on turn-taking practices, this
research examines students' repeated use of the same expression to self-select as the
next speaker and its relationship with face-saving strategies.
#2 The Timing of Fillers for Japanese Learners and the Teacher
Akito MURATA
Abstract: When you learn foreign languages, you will get to know fillers so that you can
improve your fluency level of the language. However, it is a question in what situation
Japanese learners of English will use them during class. Using the conversation data,
this research analyzes how both Japanese learners and the teacher use fillers in class.
#3 Self and Other Repair in Meaning-focused Conversation in the EFL Situation
Shuri Yuzawa
This study investigated in which situations self/other repair occur in English
conversations between a non-English-native Japanese mother and her child when the
conversation is conducted based on meaning focus.
#4 Teachers’ Roles in Helping Create Safe English-learning Environments
June Ha KIM
Abstract: Using conversation analysis collected from one Japanese junior high school
English class, this research seeks to examine how teachers can create a safe learning
environment for students in a classroom so they can use English with reduced anxiety,
which may lead to students helping each other with corrective feedback.
#5 The Effective Strategy for Activating EFL Student’s Engagement
Sena Kashima
Abstract: One of the challenging tasks of English teachers is activating students'
engagement during the interaction. This research reveals that language teachers can
use the combination of EPA (explicit positive assessment) and humor to alleviate
students’ anxiety and promote their spontaneous responses in the IRF (initiation,
response, feedback) sequence.
#6 How Students can Engage in Teacher-student Interaction at the SHS Level
Natsuki ITO
Abstract: This research analyzes how teachers interact with students by using some
methods. The teacher used elicitation and repetition to support students' understanding.
This presentation explores how such instruction affects learning. The conversation
analysis (CA) data was collected from lessons with senior high school students.
#7 Keeping the Conversation Going: NS and NNS Facilitation in EFL Group
Discussions
Queena XU
What happens when a native speaker (NS) joins a non-native speaker (NNS)
classroom? The presence of a NS in a group discussion can create an assumed
expert/novice relationship. However, it is still possible for a NNS to facilitate a
discussion. A conversation analysis (CA) approach shows the ways in which facilitation
by a NNS can still happen even with the presence of a NS in a group discussion.
#8 Why Teachers Always Hold More Turns in an IRF
Peifen HUANG
Abstract: In a communicative classroom, teachers want to generate as many responses
from students as possible. When responses do not come, the teacher will have to
extend his/her own turn. This study centers on how long a teacher holds his/her own
turn and why this happens.
#9 Repetition in Teacher Talk
Joseph TU
Abstract: Using conversation analysis (CA) methods, this research presents an analysis
of a teacher’s use of word and phrasal repetition during instruction to Japanese high
school learners of English. Does this repetition help aid students’ understanding of the
teacher’s instruction in the target language?
#10 Claiming who the Next Speaker is in EFL Discussion
Atsuki KIMURA
Abstract: Turn-taking practice is crucial when talking with someone highly fluent in the
EFL/ESL setting. This study examines the turn-taking practices among college students
whose English proficiency levels are high. A conversation analysis (CA) of data
revealed that the speaker tries to claim the turn using particular strategies.
#11 How Teacher Talk Triggers Students' Speaking
Xin WANG
Abstract: Speaking a foreign language in a classroom setting is not easy for students.
This presentation will use conversation analysis (CA) methods to analyze the interaction
between the teacher and students to find how teacher talk triggers students to talk in the
class. The data was collected from one college upper-intermediate EAP class.
#12 How Code-Switching Initiates Both Students and Teachers’ Speaking
Isana TSUCHIYA
Abstract: Beginner and Intermediate students in the EAP classroom often code-switch
between Japanese and English, but the teacher also does it. This research analyzes
code-switching with conversation analysis (CA) and finds how it activates both students
and teachers’ speaking.
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Reference:
Hale, C. C., Nanni, A. & Hooper, D. (2018). Conversation analysis in language teacher
education: An approach for reflection through action research. Hacettepe University
Journal of Education, 33(Special Issue), 54-71. DOI: 10.16986/HUJE.2018038796
This will be Akita Jalt’s first face to face meeting in a long while! we look forward to seeing you here in December.
If sufficient numbers of people are interested, we will also try to make this meeting hybrid by streaming through zoom (dependent on how many people outside Akita are interested).
If interested in attending online and we have the capability, please email Akita Jalt at: akita@jalt.org
