Conversations as space for learning

This paper reports on a microanalytic study which examines the ways in which teachers create ‘space for learning’ Using data from two English language classes recorded in China, we identify specific interactional features which create space, enhance participation and increase opportunities for learning. Adopting the theoretical underpinnings and principles of conversation analysis, we demonstrate how teachers create space for learning through the use of specific practices such as increased wait‐time, extended learner turns and increased planning time. Space is also created by teachers according to their ability to manage learner contributions in a positive and focused way: by shaping learner contributions through the use of scaffolding, paraphrasing and re‐iterating. We also argue that space for learning may be created when pedagogic goals and the language used to achieve them are aligned. Implications for teacher education and classroom practice are discussed. 本文就教师如何创造‘学习空间’进行了微量分析研究。根据对中国两节英语课的微观分析，我们指出了在交互过程中那些能够提供学习空间，加强学生参与和提高学习机会的会话所具有的特征。以会话分析为理论框架和依据，我们的研究具体演示了教师如何通过使用特别的技巧比如说延长等待时间，减少教师重复，延长学生会话和准备时间来为学生提供学习空间。本研究同时指出了具有不同能力的教师可以通过对学生发言进行肯定和有重点的把握来创造这样的学习空间：比如说通过使用支架式教学，解释性翻译，再次申明的形式对学生发言进行塑造。本文强调当教学目标和实现教学目标所使用的课堂语言一致的情形下，这样的学习空间才可能会被有效地创建。本文还论述了此研究对教师教育和课堂教学的影响和意义。