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Positive assessment such as “good” and “very good” function as an evaluation of the student’s response, indicating agreement, marking closing or inviting further contribution Also, it was found that “good” preceded by follow-up questions can be more challenging to the students through prompting them to justify their responses for further discussion.

Their function relates to transitions, pauses and their intonation in the ongoing sequence. It was found that the teacher’s third turn expansion, including response tokens, positive assessment and the teacher’s repair initiations, contains an array of multifaceted actions. The analysis shows that “known answer questions” in the three-part sequence do not increase student’s elaboration while “unknown answer questions” are deemed to elicit more elaborate responses than are “known answer questions.” Despite the fact that in the “known answer question” the teacher has used a different structure functioning as elicitation and prompting student responses, detailed analysis has revealed that such sequences offer a degree of flexibility and function differently in different contexts.

It is initiated by the first turn which takes the form of a question. The three-part sequence is linguistically expressed in teachers’ question design. Consequently, this study aims to unearth the sequential organization of the three-part sequence in this particular context in order to describe and account for the sequential organization and qualitative aspects of the teacher ‘s third part of the sequence. Previous studies have been mainly descriptive and quantitative in nature. Therefore, CA was used as a sequential approach to conduct a fine-grained analysis of how teachers use this three-part sequence to invite student participation, and thus to manage classroom talk.Ī key advantage of CA is in identifying how individual turns are constructed and also how participants display to each other in different contexts. The three-part sequence has been identified as a central pattern underpinning classroom discourse, and it was also found to underpin much of the interaction in the present data. From 20 hours of recordings of interactions that took place during their pre-sessional English language course at the University of Huddersfield, 4 hours were selected and transcribed.

The participants in the study were 24 adult EFL learners undertaking an academic English course who were recorded and observed over a six-month period. The study focuses on investigating the design and organization of the three-part sequence in one classroom. It is through this pattern that teachers encourage student participation. The three- part sequence is a significant aspect of the way teachers manage classroom talk. It investigates the three-part sequence underpinning classroom interaction, specifically in data collected in an English pre-sessional programme (PSP). This study uses Conversation Analysis (CA) in an investigation of classroom talk.