Clarification Requests as a Method of Pursuing Understanding in CLIL Physics Lectures
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| Title: | Clarification Requests as a Method of Pursuing Understanding in CLIL Physics Lectures |
|---|---|
| Language: | English |
| Authors: | Kääntä, Leila (ORCID |
| 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 |
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