| Summary: | 碩士 === 國立師範大學 === 英國語文學研究所 === 81 === This study aims to: (1) identify rules of turn-taking in
English classes, (2) describe their operation, and (3) make
suggestions on language teaching and learning. In this study,
seven 50-minute videotaped ESL classes are analyzed with two of
them fully transcribed. It is found that in terms of speaking
sequence, the exchange of turns follows the T-S-T-S-T pattern.
There are no S-S exchanges. In terms of speaker selection,
only the teacher applies turn allocation techniques in an
active way. Students exert neither self-selection technique nor
current- select-next technique. The analyses sketched provide a
concrete empirical basis for how the idiosyncratic turn-taking
system in English classes marks a distinct differentiation of
participation rights, realized in the following aspects:
speaker selection, turn order, interactive roles, turn topic,
turn structure, turn length, turn regulators, and turn
distribution. And, the locally managed component is largely the
teacher''s domain; students are quite limited in this respect.
This unique pattern is quite different from that in natural
conversations. Students may know how to function in teacher-
imposed turn, but they don''t know how to function in natural
situations. So, to improve language teaching and learning, a
new turn-taking rule is recommended. It is suggested that
classroom discourse move along the interaction continuum toward
forms of turn-taking which are more to the end of natural
conversation and which provide students the opportunities of
initiation and turn allocation.
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