View in EDS

Clarification Requests as a Method of Pursuing Understanding in CLIL Physics Lectures

Saved in:
Bibliographic Details
Title: Clarification Requests as a Method of Pursuing Understanding in CLIL Physics Lectures
Language: English
Authors: Kääntä, Leila (ORCID 0000-0002-0642-1506), Kasper, Gabriele (ORCID 0000-0001-5771-8679)
Source: Classroom Discourse. 2018 9(3):205-226.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Grade 7
Descriptors: Physics, Science Instruction, Language of Instruction, English (Second Language), Comprehension, Teaching Methods, Foreign Countries, Grade 7, Females, Lecture Method, Notetaking, Nonverbal Communication, Questioning Techniques
Geographic Terms: Finland
DOI: 10.1080/19463014.2018.1477608
ISSN: 1946-3014
Abstract: Using multimodal conversation analysis, this article examines how students strive to resolve non-understandings through requests for clarification during teacher-fronted physics lectures taught in English in Finland. The findings provide new insights on the sequential environments in which students launch the requests (i.e. between or during teacher's explanation turns) and how different problem categories (e.g. language, conceptual, textual) are made relevant and oriented to in the requests. Moreover, the findings show the role of different textual objects (e.g. inscriptions on the board) in the formulation and resolution of the clarification requests as well as the relevance of students' note-taking to both their proximal and distal goals of trying to understand the instruction. Overall, the clarification requests are shown to influence in different ways the teacher's instructional process and offer valuable feedback to the teacher about the success of his explanations, i.e. how students understand them and whether he can proceed with his instructional agenda. Finally, the findings shed new light on how the integration of language and content is oriented to and accomplished by participants during teacher-fronted lectures in content-based lessons taught in a foreign language.
Abstractor: As Provided
Number of References: 52
Entry Date: 2018
Accession Number: EJ1193316
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1193316
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Clarification Requests as a Method of Pursuing Understanding in CLIL Physics Lectures
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kääntä%2C+Leila%22">Kääntä, Leila</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0642-1506">0000-0002-0642-1506</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kasper%2C+Gabriele%22">Kasper, Gabriele</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5771-8679">0000-0001-5771-8679</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Classroom+Discourse%22"><i>Classroom Discourse</i></searchLink>. 2018 9(3):205-226.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2018
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Lecture+Method%22">Lecture Method</searchLink><br /><searchLink fieldCode="DE" term="%22Notetaking%22">Notetaking</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Questioning+Techniques%22">Questioning Techniques</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Finland%22">Finland</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/19463014.2018.1477608
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1946-3014
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Using multimodal conversation analysis, this article examines how students strive to resolve non-understandings through requests for clarification during teacher-fronted physics lectures taught in English in Finland. The findings provide new insights on the sequential environments in which students launch the requests (i.e. between or during teacher's explanation turns) and how different problem categories (e.g. language, conceptual, textual) are made relevant and oriented to in the requests. Moreover, the findings show the role of different textual objects (e.g. inscriptions on the board) in the formulation and resolution of the clarification requests as well as the relevance of students' note-taking to both their proximal and distal goals of trying to understand the instruction. Overall, the clarification requests are shown to influence in different ways the teacher's instructional process and offer valuable feedback to the teacher about the success of his explanations, i.e. how students understand them and whether he can proceed with his instructional agenda. Finally, the findings shed new light on how the integration of language and content is oriented to and accomplished by participants during teacher-fronted lectures in content-based lessons taught in a foreign language.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 52
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2018
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1193316
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1193316
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/19463014.2018.1477608
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 205
    Subjects:
      – SubjectFull: Physics
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Language of Instruction
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Comprehension
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Lecture Method
        Type: general
      – SubjectFull: Notetaking
        Type: general
      – SubjectFull: Nonverbal Communication
        Type: general
      – SubjectFull: Questioning Techniques
        Type: general
      – SubjectFull: Finland
        Type: general
    Titles:
      – TitleFull: Clarification Requests as a Method of Pursuing Understanding in CLIL Physics Lectures
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kääntä, Leila
      – PersonEntity:
          Name:
            NameFull: Kasper, Gabriele
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2018
          Identifiers:
            – Type: issn-print
              Value: 1946-3014
          Numbering:
            – Type: volume
              Value: 9
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Classroom Discourse
              Type: main
ResultId 1