Moving out of IRF (Initiation-Response-Feedback): A Single Case Analysis

作者：Waring Hansun Zhang^*

来源：Language Learning, 2009, 59(4): 796-824.

DOI：10.1111/j.1467-9922.2009.00526.x

• classroom discourse
• conversation analysis
• IRF
• learner initiation
• single case analysis
• participation structure
• homework review

A common practice in classroom discourse is the IRF sequence (teacher initiation-student response-teacher feedback; Sinclair & Coulthard, 1975; cf. IRE in Mehan, 1979). Based on a single case analysis from an adult English as a second language (ESL) class, this article demonstrates how one ESL student manages, in close coordination with the teacher, to move out of a series of uninterrupted IRFs during a homework review activity, establishing instead a renewed participation structure that allows for student-initiated negotiations, which her coparticipants then jointly orient to and successfully accomplish. The analysis suggests that creating negotiation-rich opportunities is paramount not just during pair and group activities, but more critically, during teacher-whole class interactions.

• 出版日期2009-12
• 单位南宁师范大学