Article published In: Pragmatics
Vol. 34:2 (2024) ► pp.238–263
The use of invitations to bid in classroom interaction
Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.
Published online: 10 May 2023
https://doi.org/10.1075/prag.22001.par
https://doi.org/10.1075/prag.22001.par
Abstract
This study explores the interactional meaning of an invitation to bid in Korean elementary school EFL classroom interaction by adopting a conversation analytic perspective. The study argues that participants use invitations to bid to indicate that a question elicits knowledge worthy of public demonstration. The analysis of thirteen video-recorded EFL lessons revealed that teachers use invitations to bid, fulfilling instructional agenda or demands whether they are set up at the beginning of an activity or arise midway. Students similarly invite themselves to bid, showing their understanding of the meaning that the practice carries. While teachers overwhelmingly accept students’ self-invitations, they may reject them in light of the details of instructional here and now. It is argued that deciding which student population should reply is a matter of negotiation although teachers have the final say, oriented to consequences of turn allocation on the work of teaching in progress.
Article outline
- 1.Introduction
- 2.Background
- 2.1Turn allocational procedures
- 2.2Hand-raising and individual performance
- 3.Data and method
- 4.Teachers’ invitations to bid
- 4.1Invitations to bid at the beginning of an activity
- 4.2Invitations to bid in the middle of an activity
- 5.Students’ self-invitations to bid
- 6.Teachers’ rejection of students’ proposals
- 7.Conclusion
References
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