Turn-taking and silent learning during open class discussions

Abstract

This study investigates turn-taking and silent learning during teacher-fronted open class discussions. Drawing on classroom observations and interview data, the study tracks the turn-taking habits of an advanced level EAP class in Ontario, Canada, and investigates how students use their non-verbal time during class discussions to enhance language learning. The participants use a variety of turn-taking mechanisms in order to enter classroom conversation, but many of the speaking turns are short and participation is unequal. For some, their lack of verbal contribution is due to various internal and external causes of reticence. However, the interview data reveal a variety of ways that some of these L2 learners silently engage with the discussion and enhance their language learning. Silent learning strategies, the impact of different cultural learning practices, and potential pedagogical suggestions are all discussed.

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