"BUT THIS IS WRITING": POST-EXPANSION IN STUDENT-INITIATED SEQUENCES

Abstract

Although conversation analysis (CA) began as a field focused on everyday talk-in-interaction, focus quickly extended to institutional talk (c.f., Drew & Heritage, 1992). Conversation-analytic research on classrooms has yielded an enormous base of knowledge about how the work of classrooms is done in and through language. Language classrooms have received a great deal of focus, with entire monographs dedicated to the subject (Markee, 2000; Seedhouse, 2004). Using conversation analysis to examine one type of sequence in classroom talk, this study focuses on the occurrence of post-expansion in student-initiated sequences. In these cases, the traditional three-part exchange is inverted; a student initiates a sequence, the teacher responds, and the student follows-up in the third turn in some way. In particular, both minimal and non-minimal post-expansions are examined not only in terms of their sequential placement, but also in terms of the interactional accomplishments of such turns. By detailing student use of post-expansion, this study demonstrates student use of power-moves in initiating sequences, role reversal, and student-created wiggle room (Erickson, 2004) - all of which suggest that the students are agents in their own learning. Ozet: Konusma Cozumlemesi (KC) gunluk iletisimdeki konusmaya odaklanan bir alan olarak baslamis olsa da, bu ilgi hizli bir sekilde kurumsal konusmalara da yayildi (c.f., Drew & Heritage, 1992). Siniflara yonelik konusma cozumlemesi arastirmalari siniftaki calismalarin dil araciligiyla nasil yapildigina dair cok buyuk bir bilgi birikimi saglamistir. Dil siniflari tamamiyle konuya adanmis monograflar (Markee, 2000; Seedhouse, 2004) ile buyuk bir ilgi odagi olmuslardir. Konusma Cozumlemesi kullanarak sinif ici konusmadaki ardisimin bir turunu inceleyen bu calisma, ogrenci girisimli ardisimlardaki art-genisletme olusumuna odaklanmaktadir. Bu durumlarda, geleneksel uc bolumlu degisim tersine cevirilmektedir; bir ogrenci ardisimi baslatir, ogretmen cevap verir, ve ogrenci ucuncu sirada bir sekilde bunu takip eder. Ozellikle hem minimal hem de minimal olmayan art-genisletmeler sadece ardisikliktaki yerleri bakimindan degil, ayni zamanda bu tur siralamalarin etkilesimsel tamamlanmalari bakimindan da incelenmektedir. Ogrencinin art-genisletme kullanimini detayli bir sekilde inceleyen bu calisma, ogrencinin ardisimlari baslatmadaki guc hamlelerini kullanimini, rol degisimlerini ve ogrenci tarafindan olusturulan esneklik payini (Erickson, 2004) sergilemektedir; ki bunlarin hepsi ogrencilerin kendi ogrenmelerinde etken olduklarini onermektedir.

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