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Teacher-Student Interaction in an Online Elementary Korean Classroom /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher-Student Interaction in an Online Elementary Korean Classroom /Hee Chung Chun.
作者:	Chun, Hee Chung,
面頁冊數:	1 electronic resource (213 pages)
附註:	Source: Dissertations Abstracts International, Volume: 87-04, Section: A.
附註:	Advisors: Hepburn, Alexa; Bolden, Galina Committee members: Potter, Jonathan; Waring, Hansun.
Contained By:	Dissertations Abstracts International87-04A.
標題:	Communication.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32242714
ISBN:	9798297611924

Teacher-Student Interaction in an Online Elementary Korean Classroom /
Chun, Hee Chung,

Teacher-Student Interaction in an Online Elementary Korean Classroom /Hee Chung Chun. - 1 electronic resource (213 pages)

Source: Dissertations Abstracts International, Volume: 87-04, Section: A.

This dissertation investigates how teachers and students in elementary-level online Korean classrooms jointly construct learning. Using the framework of conversation analysis, this dissertation examines teachers' diverse interactional practices during instructional question and response sequences, traditionally identified as the IRF (Initiation-Response-Feedback) sequence. This dissertation enhances our understanding of how interactions in the KFL online classroom are co-produced by participants in an orderly, moment-by-moment manner, offering new insights into classroom interactions.First, I examine teachers' initiating turns of the question-response sequence, which includes preemptive employment of additional (non-)linguistic resources that manage students' potential troubles. The analysis shows that teachers' repeated use of key terms, modified questions for clarity and grammatical accuracy, selective English insertions, and synchronized visual cues collectively enhance students' hearing and understanding of the initiating questions and, in return, equip them to come up with meaningful responses.Second, I investigate how the teacher and students collaborate during students' response formulation. Teachers actively utilized students' turns, claiming their insufficient knowledge as a meaningful cue in deciding which remedial practices should be used at which point. Remedial practices that retain the original form of the question (e.g., repetition or modified repetition) were prioritized over the use of English. I also demonstrate the co-constructive nature of classroom interactions by examining a series of student troubles during a single IRF sequence.Third, I show the teachers' post-response work, which took place after they acknowledged student responses as acceptable. When student responses are not flawless, teachers implement correction practices that are less exposed (e.g., embedded corrections or modified repetition) to implicitly correct errors and revoice non-aligned responses. The analysis also demonstrates teachers' work toward broadening the participation framework. With post-response actions such as a mini-lecture, advice, and class announcements on the course schedule, and by verbalizing the new recipients with the term "everyone", teachers established a renewed recipiency among the entire class.

English

ISBN: 9798297611924Subjects--Topical Terms:

180335
Communication.
Subjects--Index Terms:

Classroom interactions

Teacher-Student Interaction in an Online Elementary Korean Classroom /
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520 $a This dissertation investigates how teachers and students in elementary-level online Korean classrooms jointly construct learning. Using the framework of conversation analysis, this dissertation examines teachers' diverse interactional practices during instructional question and response sequences, traditionally identified as the IRF (Initiation-Response-Feedback) sequence. This dissertation enhances our understanding of how interactions in the KFL online classroom are co-produced by participants in an orderly, moment-by-moment manner, offering new insights into classroom interactions.First, I examine teachers' initiating turns of the question-response sequence, which includes preemptive employment of additional (non-)linguistic resources that manage students' potential troubles. The analysis shows that teachers' repeated use of key terms, modified questions for clarity and grammatical accuracy, selective English insertions, and synchronized visual cues collectively enhance students' hearing and understanding of the initiating questions and, in return, equip them to come up with meaningful responses.Second, I investigate how the teacher and students collaborate during students' response formulation. Teachers actively utilized students' turns, claiming their insufficient knowledge as a meaningful cue in deciding which remedial practices should be used at which point. Remedial practices that retain the original form of the question (e.g., repetition or modified repetition) were prioritized over the use of English. I also demonstrate the co-constructive nature of classroom interactions by examining a series of student troubles during a single IRF sequence.Third, I show the teachers' post-response work, which took place after they acknowledged student responses as acceptable. When student responses are not flawless, teachers implement correction practices that are less exposed (e.g., embedded corrections or modified repetition) to implicitly correct errors and revoice non-aligned responses. The analysis also demonstrates teachers' work toward broadening the participation framework. With post-response actions such as a mini-lecture, advice, and class announcements on the course schedule, and by verbalizing the new recipients with the term "everyone", teachers established a renewed recipiency among the entire class.
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