The relevance of repair for classroom correction

This article attempts to align a familiar task of classroom teaching, eliciting from students correct answers about their lessons, with a major organizational domain in studies of natural conversation, that of conversational repair. Numerous studies have analyzed correction sequences in classroom discourse, and our discussion pays special attention to McHoul's (1990) treatment of “repair in classroom talk.” McHoul directly measures the findings on repair in studies of natural conversation to the regularities of correction sequences in classroom lessons. It is argued, contra McHoul, that repair is a different, and prior, order of discursive work, and one that premises the very possibility of classroom correction. Further, the difference may have wider relevance for understanding repair and correction as “co-operating” organizations of talk-in-interaction more generally.

[1]  H. Mehan.  Structuring School Structure , 1978 .

[2]  P. Healy,et al.  Learning the lessons. , 1996, Nursing standard (Royal College of Nursing (Great Britain) : 1987).

[3]  G. Payne,et al.  Teaching the Class: the practical management of a cohort , 1980 .

[4]  E. Schegloff,et al.  The preference for self-correction in the organization of repair in conversation , 1977 .

[5]  Emanuel A. Schegloff,et al.  Practices and actions: Boundary cases of other‐initiated repair , 1997 .

[6]  G. Ryle,et al.  The concept of mind. , 2004, The International journal of psycho-analysis.

[7]  H. Garfinkel.  Studies in Ethnomethodology , 1968 .

[8]  G. Wells.  Using the ToolKit of Discourse in the Activity of Learning and Teaching , 2002 .

[9]  R. Linn,et al.  Qualitative methods in research on teaching , 1985 .

[10]  J. Bruner.  Actual minds, possible worlds , 1985 .

[11]  E. Jones..  The language of the classroom. , 1983, Nursing mirror.

[12]  E. Schegloff.  Some sources of misunderstanding in talk-in-interaction , 1987 .

[13]  Judy Davidson.  Structures of Social Action: Subsequent versions of invitations, offers, requests, and proposals dealing with potential or actual rejection , 1985 .

[14]  Willis Edmondson,et al.  The classroom and the language learner , 1989 .

[15]  E. Schegloff.  Repair After Next Turn: The Last Structurally Provided Defense of Intersubjectivity in Conversation , 1992, American Journal of Sociology.

[16]  Christian Heath,et al.  Embodied reference: A study of deixis in workplace interaction , 2000 .

[17]  D. Macbeth,et al.  Classroom Order as Practical Action: the making and un‐making of a quiet reproach , 1990 .

[18]  Stephen Hester,et al.  Culture in Action: Studies in Membership Categorization Analysis , 1996 .

[19]  J. Sinclair,et al.  Towards an analysis of discourse , 1977 .

[20]  Alec McHoul,et al.  The organization of repair in classroom talk , 1990, Language in Society.

[21]  Gordon Wells,et al.  Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom , 1993 .

[22]  Josef Hellebrandt,et al.  The Classroom and the Language Learner , 1990 .

[23]  Margaret Wetherell,et al.  Positioning and Interpretative Repertoires: Conversation Analysis and Post-Structuralism in Dialogue , 1998 .

[24]  James L. Heap.  Applied ethnomethodology: Looking for the local rationality of reading activities , 1990 .

[25]  L. Taylor.  Strategic Interaction , 1972 .

[26]  D. Macbeth,et al.  The Spectacle of History: Speech, Text and Memory at the Iran-Contra Hearings , 2000 .

[27]  Anita M. Pomerantz.  Compliment Responses: Notes on the Co-operation of Multiple Constraints , 1978, Asking and Telling in Conversation.

[28]  A. Parry.  Scientific Practice and Ordinary Action: Ethnomethodology and Social Studies of Science , 1996 .

[29]  Emanuel A. Schegloff,et al.  Conversation analysis and socially shared cognition , 1991, Perspectives on socially shared cognition.

[30]  J. Gumperz.  Discourse strategies: Subject index , 1982 .

[31]  J. Lemke.  Textual Politics: Discourse And Social Dynamics , 1995 .

[32]  Gene H. Lerner.  Finding "Face" in the Preference Structures of Talk-in-Interaction , 1996 .

[33]  G. Jefferson.  Error correction as an interactional resource , 1974, Language in Society.

[34]  James L. Heap.  Discourse in the Production of Classroom Knowledge: Reading Lessons. , 1985 .

[35]  Adult-child conversation , 1983 .

[36]  Emanuel A. Schegloff,et al.  Reply to Wetherell , 1998 .

[37]  Judith L. Green,et al.  Ethnography and Language in Educational Settings , 1981 .

[38]  G. Wells.  Using the Tool-Kit of Discourse in the Activity of Learning and Teaching , 1996 .

[39]  Stephanie D. Teasley,et al.  Perspectives on socially shared cognition , 1991 .

[40]  Emanuel A. Schegloff,et al.  Schegloff's Texts' as `Billig's Data': A Critical Reply , 1999 .

[41]  Yo-an Lee.  Towards a respecification of L2 Communicative competence : interactional fluency and L2 instruction / , 2001 .

[42]  Anita M. Pomerantz.  Agreeing and disagreeing with assessments: some features of preferred/dispreferred turn shapes , 1984 .

[43]  James L. Heap.  Understanding Classroom Events: A Critique of Durkin, with an Alternative , 1982 .

[44]  David Bloome,et al.  Procedural Display and Classroom Lessons , 1989 .

[45]  A. Mchoul,et al.  The organization of turns at formal talk in the classroom , 1978, Language in Society.

[46]  A. Peterson.  A hundred years of education , 1952 .

[47]  Sarah Michaels,et al.  “Sharing time”: Children's narrative styles and differential access to literacy , 1981, Language in Society.

[48]  E. Schegloff,et al.  Two preferences in the organization of reference to persons in conversation and their interaction , 1979 .

[49]  Kris D. Gutiérrez,et al.  Cultural Tensions in the Scripted Classroom , 1995 .

[50]  M. Schlossberg.  The Social Construction of Literacy. , 1987 .

[51]  Carol D. Lee.  A Culturally Based Cognitive Apprenticeship: Teaching African American High School Students Skills in Literary Interpretation. , 1995 .

[52]  C. Mills.  Situated Actions and Vocabularies of Motive , 1940 .

[53]  D. Macbeth,et al.  Hugh Mehan’s Learning Lessons Reconsidered: On the Differences Between the Naturalistic and Critical Analysis of Classroom Discourse , 2003 .

[54]  Harvey Sacks.  On the Analysability of Stories by Children , 1972 .

[55]  E. Schegloff,et al.  A simplest systematics for the organization of turn-taking for conversation , 1974 .

[56]  Harvey Sacks,et al.  Appendix B. On "Understanding" in the Analysis of Natural Conversation , 1988 .

[57]  Peter Weeks,et al.  Error-correction techniques and sequences in instructional settings: Toward a comparative framework , 1985 .

[58]  J. Sheyholislami,,et al.  Critical Discourse Analysis , 2019, Research Methods for Classroom Discourse.

[59]  A. Collins,et al.  Situated Cognition and the Culture of Learning , 1989 .

[60]  R. Wodak.  Critical Discourse Analysis , 2003 .

[61]  Courtney B. Cazden,et al.  Classroom Discourse: The Language of Teaching and Learning. Second Edition. , 2001 .

[62]  Douglas Macbeth.  2. Classrooms as Installations: Direct Instruction in the Early Grades , 2000 .

[63]  David Bogen,et al.  The Spectacle of History: Speech, Text, and Memory at the Iran-Contra Hearings , 1998 .

[64]  M. Billig,et al.  Whose Terms? Whose Ordinariness? Rhetoric and Ideology in Conversation Analysis , 1999 .

[65]  D. Macbeth,et al.  Teacher authority as practical action , 1991 .

[66]  Suzanne Scollon,et al.  The Social construction of literacy , 1986 .

[67]  Emanuel A. Schegloff,et al.  The Relevance of Repair to Syntax-for-Conversation in Discourse and Syntax. , 1979 .

[68]  B. Rogoff,et al.  Everyday Cognition: Development in Social Context , 1999 .