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Abstract


TURN-TAKING PATTERNS IN TEACHER'S TALK
Sociolinguists, social theorists and conversation analysts shed light on scaffolding the performance of social activities and the learner's interaction within cultures and social groups. The researchers have examined the sequences of interactional events in the classroom discourse analysis during 1960s and 1970s (Gee, 1999). On the basis of these researches, turn- taking and its patterns are examined in the conversational analysis, on the grounds that it is critical to thinking in SLA classrooms (Rymes, 2008, p. 155). According to Hutchby and Wooffitt (2008), the nature of turn-taking in talk-in-interaction is essential in discourse analysis in relation to teaching and learning practices. In this regard, this study examines how different turn-taking patterns enhance the interaction in L2 classroom. Data obtained from each teacher were recorded to analyze an hour of teacher's talk. At this stage, transcripts of the sound recordings of three teacher's talk and frequency results were compared. The data results showed the types of sequences developed from the questions between teacher and student interactions. The main results of the study substantiated the view that discoursal role of Feedback sequence in IRF (Initiation-Response-Feedback sequence) is to develop a dialogue between the teacher and the students. The third sequence of IRF reformulation provided students with Feedback to interact so that they could co-construct another sequence. In this reformulation, teacher provided a scaffold for the students' interaction to share their own experiences and to enhance students' critical thinking in L2 classrooms. Key words: Turn-taking patterns, IRE, IRF, discourse analysis The paper is presented at Cukurova International ELT Teachers (CUELT) Conference held on April 28-29, 2016, at Çukurova University, Turkey. Phd Cand., Çağ University, e-mail: betulaltas1980@gmail.com

Keywords
Turn-taking patterns, IRE, IRF, discourse analysis


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