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- W2283563031 abstract "This paper examines how research findings from the field of classroom talk are used to recognise the significance of the third turn in dialogic teaching in the second languages classroom. In the past, studies have shown that teachers use the third turn primarily as a classroom management tool and for controlling question-answer-tell routines. Current work shows that the status of talking to learn (Alexander, 2004, Mercer et al., 2004, Nassaji & Wells, 2000) is gaining renewed prominence alongside writing as a language skill. While Education authorities have expected teachers to adopt a range of productive pedagogies with tangible outcomes for student learning, the means for more effective engagement has led to criticism of the typical exchange, Initiation-Response-Evaluation, the IRE pattern of talk. I claim that the talk teachers provide at the evaluative 'third turn' is crucial in creating an engaging learning environment for students and that any misuse of the IRE exchange should be the focus of the criticism, rather than the essential teaching exchange itself. The methodology adopted in this study exposes the third turn as a trigger for dialogic teaching in teacher-individual-whole class dialogue, and allows a socio-cultural approach to triadic dialogue in second language teaching to be made." @default.
- W2283563031 created "2016-06-24" @default.
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- W2283563031 date "2004-01-01" @default.
- W2283563031 modified "2023-09-24" @default.
- W2283563031 title "Reviving the Third Turn in Teacher Talk in the Languages Classroom" @default.
- W2283563031 hasPublicationYear "2004" @default.
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