The use of invitations to bid in classroom interaction

Author:

Park Jae-Eun1ORCID

Affiliation:

1. Kangnam University

Abstract

AbstractThis study explores the interactional meaning of an invitation to bid in Korean elementary school EFL classroom interaction by adopting a conversation analytic perspective. The study argues that participants use invitations to bid to indicate that a question elicits knowledge worthy of public demonstration. The analysis of thirteen video-recorded EFL lessons revealed that teachers use invitations to bid, fulfilling instructional agenda or demands whether they are set up at the beginning of an activity or arise midway. Students similarly invite themselves to bid, showing their understanding of the meaning that the practice carries. While teachers overwhelmingly accept students’ self-invitations, they may reject them in light of the details of instructional here and now. It is argued that deciding which student population should reply is a matter of negotiation although teachers have the final say, oriented to consequences of turn allocation on the work of teaching in progress.

Publisher

John Benjamins Publishing Company

Subject

Linguistics and Language,Philosophy,Language and Linguistics

Reference34 articles.

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