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Strategies for successful classroom management have been readily available to practitioners for at least half a century. However, despite the vast body of knowledge available, there appears to be a great deal of scope for further research in terms of developing a more detailed understanding of the interactional details of classroom management practices. Drawing on a corpus of 58 hours of video and audio recordings in English as a Foreign Language classrooms in Germany, the book provides a micro-analytical perspective of foreign language classroom management. It contributes to the body of current research by focusing on how foreign language teachers respond to pupils' classroom norm violations using interrogative constructions (i.e. interrogative reproaches). Through a Conversation Analytic investigation of these social actions, the paper provides valuable insights into the details of the in-situ production of classroom management strategies and their underlying interactional mechanisms.
List of contents
Introduction.- Classroom management as a field of inquiry.- Interrogative reproaches.- A CA perspective on interrogative reproaches in CM-for-SLA.- Constructing reproach beginnings.- The turn design of interrogative reproaches.- Answering an interrogative reproach.- Discussion.- Conclusion.
About the author
Revert Klattenberg teaches applied linguistics at the University of Hildesheim. His research interests include conversation analysis in educational settings, linguistic (im)politeness research and men's talk in non-traditional occupations.
