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Journals / Novitas-Royal / 2015 / Cilt: 9 - Sayı: 1

WHEN THE TOKENS TALK: IRF AND THE POSITION OF ACKNOWLEDGEMENT TOKENS IN TEACHER-STUDENT TALK-IN-INTERACTION

Rizwan-ul HUQ
Alia AMIR
Pages
60–76
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings of this study could be used to create a learner-friendly and inclusive classroom

📌 3 Key Takeaways

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Objective & Hypothesis:In classroom settings, students` competence is regularly evaluated through a default practice named Initiation-Response-Feedback (IRF) or Initiation-Response-Evaluation (IRE).
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Key Findings & Data:In the feedback or evaluation turn, the teacher normally uses acknowledgement tokens (such as uhm, yeah, okay).
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Conclusion & Impact:The findings of this study could be used to create a learner-friendly and inclusive classroom
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

In classroom settings, students` competence is regularly evaluated through a default practice named Initiation-Response-Feedback (IRF) or Initiation-Response-Evaluation (IRE). In the feedback or evaluation turn, the teacher normally uses acknowledgement tokens (such as uhm, yeah, okay). These tokens perform an active role of maintaining listenership as well as helping the speakers to buy the necessary time to prepare the right answers or expressions, especially in 'response' (R) turns. The aim of this paper is to study how the 'acknowledgement tokens' are placed within the framework of teacher-nominated IRF sequences and to explore the recognizable pattern of 'okay' responses within an IRF framework. The findings suggest an interesting distribution of these tokens, especially with the classifications of 'strong acknowledgement tokens' (such as: yeah or okay) and 'passive recipiency tokens' (such as: uhm, uhhm, or hmm). Moreover, the findings suggest that the usage of 'ok' responses invites further talk as well as an imminent closure. The findings of this study could be used to create a learner-friendly and inclusive classroom

Özet

Sınıf ortamında öğrencilerin yetenekleri IRF (Başlatım-Cevap-Geri Bildirim) veya IRE (Başlatım-Cevap-Değerlendirme) olarak isimlendirilen varsayıma dayanan bir uygulama ile değerlendirilmektedir. Geri bildirim veya değerlendirme sıralarında, öğretmen genellikle alındılama işaretleri (uhm, yeah, okay gibi) kullanmaktadır. Bu işaretler dinleyiciliği korumada aktif bir rol oynadığı gibi konuşmacılara da, özellikle cevap sıralarında, doğru cevapları veya ifadeleri hazırlamaları için gerekli olan zamanı sağlamaktadır. Bu çalışma öğretmen tarafından başlatılmış IRF (Başlatım-Cevap-Geri Bildirim) dizileri yapısında 'alındılama işaretlerinin' nasıl yer alacağını incelemektedir ve bu yapıdaki 'okay' cevaplarının modelini araştırmaktadır. Bulgular, özellikle 'güçlü alındılama işaretleri' (yeah veya okay gibi) ve 'pasif alıcılık işaretleri' (uhmö uhhm veya hmm gibi) sınıflandırmaları ile birlikte bu işaretlerin ilginç bir dağılımını ortaya çıkarmaktadır. Ayrıca, bulgular 'ok' cevaplarını kullanmanın ilave konuşmaları ve olması yakın kapanışları davet ettiklerini göstermektedir. Bu çalışmanın sonuçları öğrenci-dostu ve kapsayıcı sınıfların oluşturulmasında kullanılabilir

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Cite This Article

HUQ, R., AMIR, A. (2015). WHEN THE TOKENS TALK: IRF AND THE POSITION OF ACKNOWLEDGEMENT TOKENS IN TEACHER-STUDENT TALK-IN-INTERACTION. Novitas-Royal, Cilt: 9 - Sayı: 1, 60–76. https://ajindex.com/articles/290917

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