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dc.contributor.authorPossemato, Francesco
dc.date.accessioned2018-06-18T02:09:38Z
dc.date.available2018-06-18T02:09:38Z
dc.date.issued2017-10-30
dc.identifier.urihttp://hdl.handle.net/2123/18377
dc.description.abstractThis thesis explores L2 classroom teacher-fronted activities organised in Initiation-Response- Evaluation (IRE) sequences, during beginner and intermediate lessons of Italian at the University level. More specifically, the study analyses the ways in which teachers address a variety of pedagogical contingencies while simultaneously progressing the interaction. It is argued that the tripartite sequential structure provides the teachers with pre-evaluative moments - here defined as pre-Evaluation opportunity spaces - emerging between the student’s responsive move (R) and the teacher’s third positioned evaluation (E). The research draws upon 30 hours of video- and audio-recorded interactions from two University Italian L2 classrooms. The study is informed by multimodal Conversation Analysis and socio-interactional approaches to language learning. Classroom interaction is, thus, regarded as one institutional type of social interaction and - as such - is viewed as jointly achieved by participants, sequentially organised, and relentlessly negotiated on a moment-by-moment basis. The findings show that the teachers regularly exploit specific IRE sequential affordances, such as the inter-move space between the student’s responsive move and the teacher’s evaluation. In particular, the fine-grained analysis of the teachers’ multimodal conduct uncovers how such opportunity space arising between Response and Evaluation may be employed in order to invite peer-correction practices, manage shifting classroom participation frameworks, distribute agency in the L2 classroom, and orient to the omnirelevant property of sequential progressivity while attending to concurrent institutional pressures. Furthermore, the analysis unearths how such intra-move space might be organised through the mobilisation of different semiotic material, such as head nods, pointing gestures, gaze, and body orientation. The findings confirm the adaptive quality of the IRE sequence organisation as one fundamental infrastructure that embodies the reflexive relationship between pedagogy and interaction.en_AU
dc.publisherUniversity of Sydneyen_AU
dc.publisherThe Faculty of Arts and Social Sciencesen_AU
dc.publisherSchool of Languages and Culturesen_AU
dc.publisherDepartment of Italian Studiesen_AU
dc.rightsThe author retains copyright of this thesis. It may only be used for the purposes of research and study. It must not be used for any other purposes and may not be transmitted or shared with others without prior permission.en_AU
dc.subjectItalianen_AU
dc.subjectL2en_AU
dc.subjectClassroomen_AU
dc.subjectIREen_AU
dc.subjectConversationen_AU
dc.subjectAnalysisen_AU
dc.titleCreating pre-Evaluation opportunity spaces in IRE sequences: Evidence from Italian L2 classrooms in a University Context.en_AU
dc.typePhD Doctorateen_AU
dc.type.pubtypeDoctor of Philosophy Ph.D.en_AU


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