Recruiting help in word searches in L2 peer interaction: A multimodal conversation-analytic study

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Authors

TŮMA František SHERMAN Tamah

Year of publication 2022
Type Article in Periodical
Magazine / Source Linguistics and Education
MU Faculty or unit

Faculty of Arts

Citation
Doi http://dx.doi.org/10.1016/j.linged.2021.100999
Keywords Word searches; Recruiting help; Accountability; Classroom interaction; English as a foreign language; Multimodal conversation analysis
Description This study investigates how students recruit their peers’ assistance in collaborative word searches during speaking tasks in English as a foreign language (EFL) classes. Multimodal Conversation Analysis was used on a dataset of recordings from 18 upper-secondary classes to scrutinize how accountability and sanctionability of (not) responding are treated by the participants when a peer's help was not initially available. The analysis showed that there are several resources employed to adjust the participation framework in favor of co-operation when a peer is engaged in another activity, namely gaze, gesture, metapragmatic search markers, address terms and turning the word search into an explicitly formulated request. The co-participant may continue pursuing an institutionally relevant task (e.g., note-taking) or account for the lack of response by claiming hearing problems. These findings shed light on the multiple ways in which assistance in peer interaction can be recruited in classroom settings.
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