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dc.contributor.authorRusk, Fredrik Karl Henry
dc.contributor.authorSahlström, Fritjof
dc.contributor.authorPörn, Michaela
dc.date.accessioned2018-03-05T08:15:45Z
dc.date.available2018-03-05T08:15:45Z
dc.date.created2017-03-23T17:30:32Z
dc.date.issued2017
dc.identifier.citationRusk, F. K. H., Sahlström, F. & Pörn, M. (2017). Initiating and carrying out L2 instruction by asking known-answer questions: Incongruent interrogative practices in bi- and multilingual peer interaction. Linguistics and Education, 38, 55-67. doi:nb_NO
dc.identifier.issn0898-5898
dc.identifier.urihttp://hdl.handle.net/11250/2488459
dc.descriptionAuthor's accepted version (post-print).nb_NO
dc.description.abstractConversation analytic (CA) studies on second language (L2) learning show that known-answer questions posed by teachers form an integral part of the social interaction in L2 classrooms. However, studies on peers asking known-answer questions of each other when orienting to L2 learning have not been conducted. Focusing on L2 learning as social action, and using the CA framework of epistemics in interaction, this study investigates how peers use known-answer questions as interactional practices in L2 learning. In the epistemic framework, known-answer questions can be called incongruent interrogatives; the results show that they appear to initiate instructional sequences and propose epistemically asymmetric positions when peers engage in the joint activity of L2 learning. This study demonstrates that peers are capable of doing L2 learning and illustrates the need to provide students with the opportunity, and responsibility, to do L2 learning with each other.nb_NO
dc.language.isoengnb_NO
dc.publisherElseviernb_NO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.titleInitiating and carrying out L2 instruction by asking known-answer questions : Incongruent interrogative practices in bi- and multilingual peer interactionnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionacceptedVersionnb_NO
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280nb_NO
dc.source.pagenumber55-67nb_NO
dc.source.volume38nb_NO
dc.source.journalLinguistics and Educationnb_NO
dc.identifier.doi10.1016/j.linged.2017.02.004
dc.identifier.cristin1460784


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
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