A Conversation Analysis-based Study into How Transactivity in Student-to-student Online Spoken Interaction May Affect Knowledge Construction (72895)

Session Information: Foreign Languages Education & Applied Linguistics
Session Chair: Catherine Hua Xiang

Friday, 22 September 2023 11:25
Session: Session 2
Room: Gotic
Presentation Type:Oral Presentation

All presentation times are UTC + 2 (Europe/Madrid)

What happens when people are talking through puzzles together? This participative session presents a PhD study (University of Glasgow), which adopts a conversation analysis approach to examine recorded data of student-to-student spoken interaction in an English for Academic Purposes (EAP) setting at the University of Glasgow.

One aim of the study is to explore how different levels of transactivity (Weinberger and Fischer, 2006) in peer talk, for example, quick-consensus building versus conflict-orientated consensus building, may affect collective knowledge construction (Borge & Rose, 2021; Stahl, 2002). The CA approach was selected due to its onus on sequencing (Sacks, Schegloff, Jefferson, 1974: 729), and for its strength in revealing how content is being discussed (Howley et al., 2013: 215).

The theory of transactivity is congruous with the emphasis on critical thinking in contemporary higher education because it implies that interactants must closely operate on the reasoning of their peers (Kimmerle et al., 2021) as opposed to simply accepting peers’ contributions.

This session aims to make attendees reflect on their own experience of spoken interaction and discuss how effective collaborative speaking styles may be fostered in students, since they do not always emerge automatically (Curşeu & Pluut, 2013).

Authors:
Janine McNair, University of Glasgow, United Kingdom


About the Presenter(s)
Ms Janine McNair is a University Assistant Professor/Lecturer at University of Glasgow in United Kingdom

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00