Australian Journal of Teacher Education
Abstract
The aim of this study is to investigate the occurrences of teacher revoicing as a discursive move in English Language Teaching (ELT) literature classes, and to identify its social and academic functions. Teacher revoicing refers to the restatement or incorporation of previous student comments into subsequent teacher statements and/or questions to build an extended discourse based on student contribution. The analysis of more than 25 hours of data of recorded classroom conversation in a university level literature class has demonstrated that teacher revoicing is a very common teacher move in the college EFL literature classroom. Eight functions of teacher revoicing have been identified by the researchers. These are (a) increasing comprehension (academic), (b) keeping the discourse moving (academic), (c) keeping the students on target (academic), (d) advancing teacher’s agenda (academic), (e) error correction (academic), (f) creating alignments during class discussions (social), (g) giving students authority and authorship (social) and acknowledging student contribution (social). The discussion of the functions of teacher revoicing are also included in the study.
Recommended Citation
Inan, B. (2014). Teacher Revoicing in a Foreign Language Teaching Context: Social and Academic Functions. Australian Journal of Teacher Education, 39(9). https://doi.org/10.14221/ajte.2014v39n9.5
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Methods Commons, Higher Education Commons, Higher Education and Teaching Commons