Published In
Language in Society
Document Type
Article
Publication Date
1-2003
Subjects
Second language learning, Interpersonal communication
Abstract
This article examines the interactive import of prosody from a perspective of participants' orientation to talk in interaction, taking advantage of data from institutional discourse to focus on the prosodic packaging of recurring turn sequences of the same discourse activity. The analysis focuses on the third slot of a ubiquitous three-part classroom discourse sequence, the IRF exchange (Sinclair & Coulthard 1975), a site in which teachers make repetitive feedback moves following student responses. Examination of more than 25 hours of classroom discourse and more than 300 third-turn teacher feedback types uncovered a systematic use of prosody for these teacher repetitions that coincides with a teacher's positive assessment of the student response. Further analysis shows that more complex prosodic packaging is used by teachers in their repetitive feedback turns to index other interactive functions.
Rights
Copyrighted by Cambridge University Press.
DOI
10.10170S0047404503321049
Persistent Identifier
http://archives.pdx.edu/ds/psu/10960
Citation Details
Hellermann, J. (2003). The Interactive Work of Prosody in the IRF Exchange: Teacher Repetition in Feedback Moves. Language In Society, 32(1), 79-104. doi:10.23074169241
Included in
Applied Linguistics Commons, Bilingual, Multilingual, and Multicultural Education Commons
Description
This is the publisher's final PDF. The original publication is available at http://journals.cambridge.org