students' prac ces of solici ng help during read-aloud

21 Pages·2017·0.2 MB·English

Kuronen,M.,P.Lintunen&T.Nieminen(toim.)(cid:382)(cid:380)(cid:381)(cid:387).Näkökulmiatoisenkielenpuheeseen–
Insightsintosecondlanguagespeech.AFinLA-e.Soveltavankieli(cid:2209)eteentutkimuksia(cid:382)(cid:380)(cid:381)(cid:387)/n:o
(cid:381)(cid:380).(cid:386)(cid:381)–(cid:388)(cid:381).
LeilaKääntä
UniversityofJyväskylä
In search of proper pronuncia(cid:2210)on:
students’ prac(cid:2210)ces of solici(cid:2210)ng help during read-aloud
Thisar(cid:2210)cleexaminesFinnishL(cid:383)learners’interac(cid:2210)onalprac(cid:2210)cesofflaggingtroubleinpronounc-
ingwordswhenreadingaloudtextsinEnglish.Usingconversa(cid:2210)onanalysis,itdescribeshow
studentsemploythreerepairini(cid:2210)a(cid:2210)ontechniques–directrequests,tryingout,andabor(cid:2210)ng
thereading–asmethodsthroughwhichtheymobilizeteachers’helpintheformofamodel
pronuncia(cid:2210)onofthetargetword.Bydescribingthesequen(cid:2210)alandtemporalunfoldingofread-
aloud,thear(cid:2210)clepresentsanempiricalwayoftracingthoseclassroomprac(cid:2210)cesthatstudents
employtodeveloptheirpronuncia(cid:2210)onskillsofEnglishinFinland.CA-basedmethodologythat
focusesontheinterac(cid:2210)onaldetailsofhowclassroomac(cid:2210)vi(cid:2210)esareorganizedprovidesnew
insightsonwhathappensinclassroominterac(cid:2210)onintermsofpronuncia(cid:2210)oninstruc(cid:2210)on.The
findingsnotonlyhavelocalrelevancetoteachers’pedagogicaltraininginFinland,butalsomore
broadlyinshowingL(cid:383)teachershowclassroomac(cid:2210)vi(cid:2210)escanbeorganizedtopromoteprac(cid:2210)cing
ofpronuncia(cid:2210)onskills.
Keywords:pronuncia(cid:2210)on;readingaloud;repairini(cid:2210)a(cid:2210)on;conversa(cid:2210)onanalysis.
(cid:387)(cid:383) INSEARCHOFPROPERPRONUNCIATION
(cid:382) Introduc(cid:2210)on
Reading aloud is a method used to prac(cid:2210)ce pronuncia(cid:2210)on in second or for-
eign language teaching and learning (e.g. Celce-Murcia et al. (cid:383)(cid:381)(cid:382)(cid:381); Sicola &
Darcy (cid:383)(cid:381)(cid:382)(cid:386)). In fact, a recent survey reports that it is among the most used
methodsindifferentsecondlanguage(L(cid:383))classroomsacrossEurope,includ-
ing Finland, the context of the present study (Henderson et al. (cid:383)(cid:381)(cid:382)(cid:383), (cid:383)(cid:381)(cid:382)(cid:386);
Tergujeff (cid:383)(cid:381)(cid:382)(cid:384)). So, even though read-aloud falls under tradi(cid:2210)onal methods
ofpronuncia(cid:2210)oninstruc(cid:2210)on(Hismanoglu&Hismanoglu(cid:383)(cid:381)(cid:382)(cid:381)),itcon(cid:2210)nuesto
beakeyclassroomac(cid:2210)vitythat“offersafrequentandconsistentopportunity
fortheteachertodrawstudents’a(cid:130)en(cid:2210)ontopronuncia(cid:2210)on”(Sicola&Darcy
(cid:383)(cid:381)(cid:382)(cid:386): (cid:385)(cid:389)(cid:382), emphasis added). In this ar(cid:2210)cle, I argue that reading aloud also
providesopportuni(cid:2210)esforstudentstoorienttopronuncia(cid:2210)on.
WhenlearningtoreadaloudinaL(cid:383),studentsneedtolearntorecognize
wri(cid:130)enwords,i.e.iden(cid:2210)fytheirorthographicform(Grabe(cid:383)(cid:381)(cid:381)(cid:390):(cid:383)(cid:382)–(cid:384)(cid:389)),and
tophonologicallydecodethem,i.e.topronouncethem(Koda(cid:383)(cid:381)(cid:381)(cid:385):(cid:384)(cid:384)–(cid:384)(cid:385)).
Research on L(cid:383) reading suggests that decoding of wri(cid:130)en words is easier in
the L(cid:383) when its orthographic system bears resemblance to that of students’
first language (L(cid:382); Koda (cid:383)(cid:381)(cid:381)(cid:385): (cid:384)(cid:388)–(cid:385)(cid:384)). However, the orthographic system of
English,thetargetlanguage,differsconsiderablyfromthatofFinnish,thestu-
dents’mothertongue.Thus,theabilitytodecodewordsinFinnishisnotsuf-
ficient:studentsrequireinstruc(cid:2210)onandprac(cid:2210)ceinoralreadingandpronun-
cia(cid:2210)oninEnglishtoimprovetheseskills.Forthisreason,itisimportanttoin-
ves(cid:2210)gatewhatkindsofproblemsstudentsencounterindecodingwordsand
iden(cid:2210)fyingtheirorthographicformswhentheyreadaloudtextsinEnglish,and
thereforetheprac(cid:2210)ceswithwhichtheyseekpronuncia(cid:2210)onhelpfromteach-
ers.Theknowledgegainedbystudyingstudents’waysofprac(cid:2210)cingEnglishoral
readingandlearninghowtopronouncewordsinL(cid:383)classroominterac(cid:2210)onis
of essence for pre- and in-service teachers. To that end, the ar(cid:2210)cle presents
thefindingsofasmall-scalestudyontheinterac(cid:2210)onalprac(cid:2210)cesthatstudents
employtodeveloptheirpronuncia(cid:2210)onskillsofEnglishinFinlandandsuggests
anac(cid:2210)vityinwhichtheseprac(cid:2210)cescanbeappliedinteachingpronuncia(cid:2210)on
throughread-aloud.
Theresearchques(cid:2210)onthestudyanswersiswhatkindofrepairini(cid:2210)a(cid:2210)on
techniquesstudentsemploytoflagtroubleinpronouncingthenextwordin
thetextreadaloud,andtherebyseekteachers’help.Toanswertheques(cid:2210)on,
the theore(cid:2210)cal and methodological framework of conversa(cid:2210)on analysis (CA)
isused.ItisarguedthatCAwithitsfocusontheinterac(cid:2210)onaldetailsofclass-
roomac(cid:2210)vi(cid:2210)es,andpar(cid:2210)cularlyonteachers’andstudents’methodsofmak-
ingsenseofwhattheyaredoingmoment-to-moment,canshedlightonwhat
happensinpraxisintheclassroomwithrespecttopronuncia(cid:2210)oninstruc(cid:2210)on.
By describing the sequen(cid:2210)al and temporal unfolding of read-aloud ac(cid:2210)vi(cid:2210)es
L.Kääntä (cid:387)(cid:384)
innaturallyoccurringclassroominterac(cid:2210)on,thisstudyoffersnewinsightson
howrepairini(cid:2210)a(cid:2210)onsareusedtoseekpronuncia(cid:2210)onhelpintheL(cid:383)classroom
andhowsuchprac(cid:2210)cesareaccomplishedinandthroughinstruc(cid:2210)onalinterac-
(cid:2210)on.Overall,theuseofCAinthefieldhasslowlygainedgroundthrough,for
instance,studiesontheprosodicandrhythmicalfeaturesofturns-at-talkand
how this knowledge can be used in teaching and learning L(cid:383) pronuncia(cid:2210)on
(e.g.SzczepekReed(cid:383)(cid:381)(cid:382)(cid:386)).
(cid:383) Correc(cid:2210)ve prac(cid:2210)ces in pronuncia(cid:2210)on instruc(cid:2210)on
in classroom interac(cid:2210)on
AccordingtoMurphy&Baker((cid:383)(cid:381)(cid:382)(cid:386):(cid:384)(cid:387)),researchonpronuncia(cid:2210)oninstruc-
(cid:2210)on that examines teachers’ and students’ actual prac(cid:2210)ces in L(cid:383) classrooms
is s(cid:2210)ll in its infancy. However, a focal topic of analysis in different areas of
L(cid:382)/L(cid:383) classroom research on pronuncia(cid:2210)on instruc(cid:2210)on is teachers’ prac(cid:2210)ces
to correct student errors during classroom interac(cid:2210)on. Studies on the topic
havemainlyemployedquan(cid:2210)ta(cid:2210)ve,andtoanextentexperimentalmethods,
by means of coding student errors and teacher correc(cid:2210)ve moves into dif-
ferentcategoriesandinves(cid:2210)ga(cid:2210)ngtheirdistribu(cid:2210)onacrosslessons,teachers
and learner groups (e.g. Allington (cid:382)(cid:390)(cid:389)(cid:381); Lyster (cid:382)(cid:390)(cid:390)(cid:389); Saito & Lyster (cid:383)(cid:381)(cid:382)(cid:383)).
For instance, Allington ((cid:382)(cid:390)(cid:389)(cid:381)) found that teachers corrected primary school
children’s L(cid:382) oral reading, including pronuncia(cid:2210)on errors, either during or
right a(cid:91)er the error was produced. Lyster’s ((cid:382)(cid:390)(cid:390)(cid:389)) study in a L(cid:383) immersion
classroom context conveyed that teachers mainly employ recasts to correct
students’ phonological errors, both decoding errors during read-aloud ac(cid:2210)v-
i(cid:2210)es and mispronuncia(cid:2210)on errors. Similarly, Foote, Trofimovich, Collins and
Soler Urzúa’s ((cid:383)(cid:381)(cid:382)(cid:387)) classroom observa(cid:2210)on study showed that teachers cor-
rectpupils’readingerrorsormiscuesviarecasts,whileexplicitcorrec(cid:2210)onsand
promptsareusedtoalesserextent.
InFinland,Tergujeff((cid:383)(cid:381)(cid:382)(cid:383))observedFinnishteachers’methodsofteach-
ingEnglishpronuncia(cid:2210)ontoFinnishstudents.Sheanalyzedthefocallessons
with a pre-prepared observa(cid:2210)on form and iden(cid:2210)fied ten different methods,
amongthemac(cid:2210)vi(cid:2210)eslike‘listenandrepeat’and‘readaloud’.However,there
werealsomorespecificmethods,e.g.correc(cid:2210)ngstudents’pronuncia(cid:2210)onand
poin(cid:2210)ngouterrorsortypicalpronuncia(cid:2210)on-relatedissues.Herfindingsdiffer
fromthestudiescitedaboveinthatshedidnotconsiderrecastsasaddressing
pronuncia(cid:2210)on-relatedproblemsandthussheexcludedthemfromthedata.In
contrast,herfindingsunderlinetheteachers’frequentuseofexplicitcorrec-
(cid:2210)ons,whileothermethodswereusedless.Interes(cid:2210)ngly,shedidnotobserve
whether during the read-aloud, teachers corrected students’ pronuncia(cid:2210)on
errors.
(cid:387)(cid:385) INSEARCHOFPROPERPRONUNCIATION
Overall,whiletherearestudiesonteachercorrec(cid:2210)onsinpronuncia(cid:2210)onin-
struc(cid:2210)on,researchonstudents’roleinseekinghelpinrela(cid:2210)ontooralreading
andpronuncia(cid:2210)onissuesinL(cid:383)classroominterac(cid:2210)onisnonexistent.Learning
moreabouthowstudentscanbecomeagentsoftheirownlearningprocesses
iscrucialforthedevelopmentofallkindsofpedagogicalprac(cid:2210)ces,including
pronuncia(cid:2210)oninstruc(cid:2210)on(Celce-Murciaetal.(cid:383)(cid:381)(cid:382)(cid:381):(cid:384)(cid:387)(cid:383)).
(cid:384) Word searches and ‘doing pronuncia(cid:2210)on’
as forms of interac(cid:2210)onal repair
In everyday conversa(cid:2210)ons, repair is an interac(cid:2210)onal phenomenon that deals
withpar(cid:2210)cipants’problemsofhearing,speakingorunderstandingtalkwhich
cancompromisepar(cid:2210)cipants’establishmentofmutualunderstandingofthat
talk, i.e. the achievement of intersubjec(cid:2210)vity (Schegloff et al. (cid:382)(cid:390)(cid:388)(cid:388)). Repair
canbeini(cid:2210)atedbythespeakerofthetroublesource(self-ini(cid:2210)a(cid:2210)on)orbyits
recipient (other-ini(cid:2210)a(cid:2210)on) and it can be solved by self (self-repair) or other
(other-repair). The problems are referred to as ‘trouble sources’, which can
be anything interactants deem in need of repairing so that intersubjec(cid:2210)vity
is maintained (Schegloff et al. (cid:382)(cid:390)(cid:388)(cid:388): (cid:384)(cid:387)(cid:384)). Two types of trouble sources are
related to problems of speaking in interac(cid:2210)on: word finding difficul(cid:2210)es and
pronuncia(cid:2210)on problems. The former concerns situa(cid:2210)ons where speakers try
to find a word to incorporate into their talk but are momentarily unable to
do so (e.g. Schegloff et al. (cid:382)(cid:390)(cid:388)(cid:388); Goodwin & Goodwin (cid:382)(cid:390)(cid:389)(cid:387)), while the lat-
terreferstositua(cid:2210)onswherespeakersknowthewordbutdonotknowhow
to pronounce it (Brouwer (cid:383)(cid:381)(cid:381)(cid:385); Koshik & Seo (cid:383)(cid:381)(cid:382)(cid:383)). In both cases, the cur-
rent speaker performs a repair ini(cid:2210)a(cid:2210)on to display trouble in producing the
emergingturn.Dependingonthesitua(cid:2210)on,thetroubleissolvedthroughself-
orother-repair.
For the current study, previous findings on self-ini(cid:2210)ated repair tech-
niques,whichindicatetoco-par(cid:2210)cipantsthattheirhelpissoughtduringword
searches, are of relevance. In general, speakers do a great deal of interac-
(cid:2210)onal work to show that a word search is in progress and where they are
in their search: whether resolu(cid:2210)on is achieved or not (Goodwin & Goodwin
(cid:382)(cid:390)(cid:389)(cid:387); Hayashi (cid:383)(cid:381)(cid:381)(cid:384)). When speakers are not able to resolve the problem,
theyini(cid:2210)aterepairtoseekrecipients’help.Themobiliza(cid:2210)onofco-par(cid:2210)cipants’
help happens through both verbal and nonverbal means. Among the verbal
techniques are repe(cid:2210)(cid:2210)ons, revisions, and other explicit word search mark-
ers(Goodwin&Goodwin(cid:382)(cid:390)(cid:389)(cid:387);Brouwer(cid:383)(cid:381)(cid:381)(cid:384);Hayashi(cid:383)(cid:381)(cid:381)(cid:384)).Speakersalso
o(cid:91)en ask co-par(cid:2210)cipants to provide the searched-for item by wh-ques(cid:2210)ons
(Oelschlaeger (cid:382)(cid:390)(cid:390)(cid:390); Brouwer (cid:383)(cid:381)(cid:381)(cid:384); Radford (cid:383)(cid:381)(cid:381)(cid:390)). Speaker’s gaze is in such
situa(cid:2210)onsdirectedtowardtherecipient,wherebyitalsomobilizesjointreso-
L.Kääntä (cid:387)(cid:386)
lu(cid:2210)ontotheproblem(Goodwin&Goodwin(cid:382)(cid:390)(cid:389)(cid:387);Oelschlaeger(cid:382)(cid:390)(cid:390)(cid:390);Hayashi
(cid:383)(cid:381)(cid:381)(cid:384); Radford (cid:383)(cid:381)(cid:381)(cid:390), (cid:383)(cid:381)(cid:382)(cid:381)). On other occasions, merely the speaker’s gaze,
without accompanying verbal indicators, is effec(cid:2210)ve in invi(cid:2210)ng help. On the
otherhand,ininterac(cid:2210)onsthatinvolvetheuseofbooks,speakersdonotnec-
essarilyemploytheirgazewhenseekingrecipient’shelp(Oelschlaeger(cid:382)(cid:390)(cid:390)(cid:390);
Radford (cid:383)(cid:381)(cid:381)(cid:390)). Instead, speaker’s verbal indicators, wh-ques(cid:2210)ons and self-
cues,sufficeindrawingacandidatesolu(cid:2210)onfromco-par(cid:2210)cipants.
Tomyknowledge,thefirstCAstudyonpronuncia(cid:2210)onisBrouwer’s((cid:383)(cid:381)(cid:381)(cid:385))
onpar(cid:2210)cipants’interac(cid:2210)onalprac(cid:2210)cesof‘doingpronuncia(cid:2210)on’ineverydayL(cid:383)
conversa(cid:2210)ons. For her, ‘doing pronuncia(cid:2210)on’ represents a type of repair ac-
(cid:2210)vity, on account of which she has iden(cid:2210)fied three self-ini(cid:2210)a(cid:2210)on techniques
thatL(cid:383)speakersemploytosignaldifficultyinproducing,andpronouncing,a
Danish word, thereby invi(cid:2210)ng help from the L(cid:382) speaker. The first technique
entails the use of speech perturba(cid:2210)ons that include intra-turn pauses, word
cut-offs,vocaliza(cid:2210)ons(e.g.uhh,euhh)andsoundstretches(seeSchegloffetal.
(cid:382)(cid:390)(cid:388)(cid:388);Goodwin&Goodwin(cid:382)(cid:390)(cid:389)(cid:387);Hayashi(cid:383)(cid:381)(cid:381)(cid:384);Radford(cid:383)(cid:381)(cid:381)(cid:390)fordifferentL(cid:382)
contexts).Sheshowsthatthesephenomenasignaltroublewiththeprogres-
sivity of the emerging turn. The second technique involves the use of rising
intona(cid:2210)onthatlocatesthetroublesource,whilethethirdtechniqueincludes
therepe(cid:2210)(cid:2210)onofthetroubleitemwithorwithoutframingprac(cid:2210)ces.Thesere-
medialtechniqueshelpdisplaythatthespeakerisini(cid:2210)a(cid:2210)ngrepair.Thethree
techniques are used in different combina(cid:2210)ons and sequen(cid:2210)al construc(cid:2210)ons
that clearly establish that ‘doing pronuncia(cid:2210)on’ is in play. In a more recent
study,Koshik&Seo ((cid:383)(cid:381)(cid:382)(cid:383)) inves(cid:2210)gatedESLtutoringsessions andthe tutees
prac(cid:2210)ces of elici(cid:2210)ng help during word searches. With respect to pronuncia-
(cid:2210)onproblems,thefindingsshowthatthetuteesemployrisingintona(cid:2210)onand
interroga(cid:2210)vestoseekconfirma(cid:2210)onforthewaytheypronouncewords.
WhileBrouwer’s((cid:383)(cid:381)(cid:381)(cid:385))andKoshikandSeo’s((cid:383)(cid:381)(cid:382)(cid:383))studiesshedlighton
the intricate interac(cid:2210)onal work par(cid:2210)cipants accomplish in achieving shared
understanding of the ac(cid:2210)on they are performing in and through their turns-
at-talk,thisstudyillustrateshowtheins(cid:2210)tu(cid:2210)onalse(cid:2224)ngandtheongoingac-
(cid:2210)vityframeworksetboundariesfortherangeofac(cid:2210)onsstudentscanperform.
Sincestudentsreadpiecesoftextaloud,pronuncia(cid:2210)onprac(cid:2210)ceisestablished
atthestartofthetaskasagoal(alsoTergujeff(cid:383)(cid:381)(cid:382)(cid:383)).Pronuncia(cid:2210)onproblems
arethuspoten(cid:2210)altroublesourcesstudentsencounterduringtheread-aloud
ac(cid:2210)vity.Incontrast,wordsearchtroublesarenotamongstthemasstudents
haveallthewordsinthetext.Despitethesedifferences,thisstudyunderlines
thesimilarityofthetechniquesusedbyL(cid:383)speakersinordinaryconversa(cid:2210)ons
(Brouwer(cid:383)(cid:381)(cid:381)(cid:385))andL(cid:383)learnersinclassroominterac(cid:2210)ontosolicitpronuncia-
(cid:2210)onhelpfromco-par(cid:2210)cipants.
(cid:387)(cid:387) INSEARCHOFPROPERPRONUNCIATION
(cid:385) Method and data
Thisstudydrawsonthetheore(cid:2210)calandmethodologicalunderpinningsofCA,
whichexamineseverydaysocialinterac(cid:2210)onandpar(cid:2210)cipants’methodsofmak-
ingsenseoftheinterac(cid:2210)onstheyarepartof(seee.g.Sidnell&S(cid:2210)vers(cid:383)(cid:381)(cid:382)(cid:383)).
CAdescribeshowpar(cid:2210)cipantsproducedifferentsocialac(cid:2210)ons(e.g.ques(cid:2210)ons,
requests for help, and instruc(cid:2210)ons) and display to each other their under-
standing of what is happening at any moment in interac(cid:2210)on. CA adopts an
emic perspec(cid:2210)ve – a par(cid:2210)cipant perspec(cid:2210)ve – into analyzing interac(cid:2210)on by
examining the audible and visible (i.e. talk and embodiment) means par(cid:2210)ci-
pants u(cid:2210)lize in designing, for example, requests for help. Since par(cid:2210)cipants’
own understandings of the ac(cid:2210)ons they perform both form the loci of the
analysisanddriveinterac(cid:2210)onforward,researchcanunveilthoseinterac(cid:2210)onal
prac(cid:2210)ces related to pronuncia(cid:2210)on that par(cid:2210)cipants themselves orient to as
interac(cid:2210)onally meaningful and consequen(cid:2210)al as interac(cid:2210)on unfolds. For the
analysts to be able to describe the details of the verbal and embodied re-
sources par(cid:2210)cipants u(cid:2210)lize, the data comprise video-recordings of naturally
occurring interac(cid:2210)ons that enable the repeated viewing and scru(cid:2210)ny of par-
(cid:2210)cipants’interac(cid:2210)onalprac(cid:2210)ces.Thereportedfindingsarethusbasedonthe
rigorousanalysisofthedataandthedescrip(cid:2210)onofinterac(cid:2210)onaleventsfrom
thepar(cid:2210)cipants’viewpoint.
Thedatacomefromaclassroomdatacorpuscollectedinco-opera(cid:2210)onby
theDepartmentofLanguagesandtheCenterforAppliedLanguageStudiesin
the University of Jyväskylä, Finland. It consists of (cid:386)(cid:381) video-recorded lessons
that range from Year (cid:387) in Elementary school to Year (cid:382)(cid:383) in Upper Secondary
School. Both English-as-Foreign-Language (EFL) and Content-and-Language-
Integrated-Learning (CLIL) lessons have been recorded. The CLIL lessons in-
clude such subjects as history, physics, biology, religion, chemistry, physical
educa(cid:2210)on,andEnglish.However,inallthelessons,Englishisthemainmedium
ofinstruc(cid:2210)onandatargetoflearning.Duetothewiderangeoflessons,the
students’levelofEnglishvariesagreatdeal,andthusthelevelofEnglishused
differs. Except for two na(cid:2210)ve-English speaking students in the CLIL biology
and religion lessons, the students are na(cid:2210)ve speakers of Finnish. Of the (cid:382)(cid:385)
teacherswhotaughtthelessons,threearena(cid:2210)vespeakersofEnglishandthe
rest are na(cid:2210)ve speakers of Finnish. The par(cid:2210)cipants in the analyzed data ex-
tractsareallFinnish-speakingteachersandstudents,andstudents’namesare
pseudonyms.
For closer analysis, classroom tasks in which students read aloud texts
wri(cid:130)eninEnglishhavebeenchosen.Thetasksrangefromcheckinganddo-
ing exercises with the whole class to group work situa(cid:2210)ons, where students
reportontheirwri(cid:130)enproduct,o(cid:91)enbyreadingaloudthetexttotherestof
the class. The length of the piece of text read aloud, therefore, varies from
L.Kääntä (cid:387)(cid:388)
shortclausestolongerparagraphs.Whatiscommontoalltasksisthatthey
areteacher-assignedandpedagogicallyhaveadual-focus:thereisafocuson
accomplishing the ongoing task, whatever that is, and a focus on prac(cid:2210)cing
oral reading. The main aim is not to develop students’ oral reading per se,
but rather to provide them with opportuni(cid:2210)es to read aloud and simultane-
ouslyprac(cid:2210)cepronuncia(cid:2210)on(alsoTergujeff(cid:383)(cid:381)(cid:382)(cid:383))whileanothermainac(cid:2210)vity
isaccomplished.Withinthetasksselectedforcloserexamina(cid:2210)on,theanaly-
sishascenteredoninstanceswherestudentsaudiblyand/orvisiblyflagtrou-
ble in reading the text aloud. The resul(cid:2210)ng collec(cid:2210)on includes (cid:382)(cid:385) instances
acrosswhichtenstudentsflagpronuncia(cid:2210)ontrouble,i.e.itisasmallcollec-
(cid:2210)on. However, in most instances, as the analysis will show, there is an ag-
glomera(cid:2210)on of techniques which have not been taken into considera(cid:2210)on in
coun(cid:2210)ngtheinstances.Inaddi(cid:2210)on,alltheinstancesoccurintwodatasets:in
Year(cid:382)(cid:383)EFLlessonsandYear(cid:389)CLILHistorylessons.(cid:382)Excludedfromthecollec-
(cid:2210)onareteachers’correc(cid:2210)onsofstudents’pronuncia(cid:2210)onerrorsandinstances
wherestudentsdoself-repair(seeExtract(cid:386),l.(cid:387)).Likewise,excludedarestu-
dents’ recogni(cid:2210)on problems, for example not being able to iden(cid:2210)fy and/or
pronounceromannumerals(e.g.HenryVIII).
(cid:386) Three self-ini(cid:2210)a(cid:2210)ng repair techniques
The analysis shows that students employ three techniques to flag trouble in
rela(cid:2210)ontoreadingaloudthenextitemdueinatext.Theyrangefrom(a)re-
questsofhowawordispronounced,(b)totryingoutbyphonologicalcluing
andproducingdifferenttypesofspeechperturba(cid:2210)ons,(c)tovisiblyabor(cid:2210)ng
the oral reading that manifests in the form of a prolonged silence. Through
thesetechniques,studentsini(cid:2210)ateahelpseekingsequence,asidesequence
(Brouwer(cid:383)(cid:381)(cid:381)(cid:385)),whichconsistsofanadjacencypair:thestudent’srepairini(cid:2210)a-
(cid:2210)onandtheteacher’sother-repair.Therequestforhelpisprimarilyaddressed
to the teacher, and thus the teacher is posi(cid:2210)oned as the more knowledge-
ablepartylanguage-wise,therebybeingen(cid:2210)tledtoprovidethepronuncia(cid:2210)on
model(alsoBrouwer(cid:383)(cid:381)(cid:381)(cid:385);Koshik&Seo(cid:383)(cid:381)(cid:382)(cid:383)).
Next,Ishallprovideillustra(cid:2210)vedataextractsofeachtechniqueandhow
theyfigureintothesubsidiaryac(cid:2210)vityofread-aloudandtherebyintothepri-
maryac(cid:2210)vityofaccomplishingtheongoingtask.Althougheachanaly(cid:2210)cchap-
terfocusesonatechnique,theextractsdemonstratehowseveraltechniques
areinplayinahelpseekingsequence,thusexplicitlymanifes(cid:2210)ngwhatastu-
dent’s problem is. The analysis also delineates how the techniques include
both retrospec(cid:2210)ve and prospec(cid:2210)ve prac(cid:2210)ces (Schegloff (cid:382)(cid:390)(cid:388)(cid:390); Streeck (cid:382)(cid:390)(cid:390)(cid:386);
(cid:382) Althoughtheread-aloudac(cid:2210)vitywasprac(cid:2210)cedinseveralsubjectlessonsinthecorpus,
therewerenostudent-producedrepair-ini(cid:2210)a(cid:2210)onsviz.pronuncia(cid:2210)onintheotherlessons.
(cid:387)(cid:389) INSEARCHOFPROPERPRONUNCIATION
Brouwer(cid:383)(cid:381)(cid:381)(cid:385))andhowtheresolu(cid:2210)onofthetroublemomentarilydelaysthe
progressivityofthereadingac(cid:2210)vity,a(cid:91)erwhichitisresumed.
(cid:386).(cid:382) Requestforhelp
The request for help is performed verbally through an interroga(cid:2210)ve (also
Koshik&Seo(cid:383)(cid:381)(cid:382)(cid:383)).Theinterroga(cid:2210)veformbothlocatesandindicatesthena-
tureofthestudent’sproblem,i.e.thatthereisapronuncia(cid:2210)onproblemwith
thenextitemdue.TherequestcanbeperformedinFinnish(Ex.(cid:382))orinEnglish
(Ex. (cid:383)), although the text is in English and the ongoing ac(cid:2210)vity is conducted
mainlyinEnglish.
Extract(cid:382)isfromaYear(cid:382)(cid:383)EFLlesson,fromawholeclassac(cid:2210)vityofcheck-
ingahomeworkexerciseonnumerals,inwhichthestudentshadtofillatext
in English according to Finnish prompts. At the beginning of the ac(cid:2210)vity, the
teacherhasinstructedthenominatedstudentstoreadaloudthewholesen-
tenceinsteadofjustthetargetform,i.e.prac(cid:2210)ceoralreadingandthuspro-
nuncia(cid:2210)on.
((cid:382)) EFLEnglish_crucial
"
1 T *an’ the last one?
*T GAZE AT HER BOOK
2 (19.6) T LOOKING AT HER BOOK
GLANCING AT CLASS
LOOKING AROUND AT CLASS
3 T anyone?=*Katja
*T GAZE SHIFT TOWARDS TRANSPARENCY
4 Katja »since then rock an’ roll has been a« (0.4)
!
5 miten tuo lausutaa¿=
how that say+PASS
how do you say that
6 T *=crucial.
*T GLANCES TOWARD CLASS/KATJA
7 Katja *»crucial part in musical experience in (x)
*T GAZE DOWN AT TRANSPARENCY
8 twenty first century (x) remains to been seen«
"
9 T hm m
Althoughtheteacherwaitsforalong(cid:2210)meforthenextrespondent(l.(cid:383)),she
isabletoselectKatja(cid:383) (l.(cid:384)),whobeginstoreadthesentencefromherbook
(l. (cid:385)). However, shortly a(cid:91)er, she stops in the middle of the sentence and a
silence emerges. It is followed by the request of how the next item due is
said,producedinFinnish(l.(cid:386)).Theteacherimmediatelyprovidesthemodel
(cid:383) Katjaisnotineitherofthecamerasthatwereusedtorecordthelesson,soitisdifficult
tosaywhethersheraisesherhandtovolunteer.
L.Kääntä (cid:387)(cid:390)
(l.(cid:387))sothatherrepairturnlatchesKatja’s(seeAppendixfortranscrip(cid:2210)oncon-
ven(cid:2210)ons).Katjarepeatstheitembyincorpora(cid:2210)ngitintothesentenceasshe
con(cid:2210)nuesthereading(l.(cid:388)).
The student here pre-emp(cid:2210)vely invites help from the teacher on the
properpronuncia(cid:2210)onoftheword‘crucial’beforeshehastriedtosayither-
self.Byproducingtherequest,andbydoingitinFinnish,shenotonlysignals
troublebutalsolocatesthetroublesourcetobethenextiteminthesentence
throughthedemonstra(cid:2210)vepronountuo(Eng.that).Althoughthe(cid:381).(cid:385)spause
inline(cid:385)canbeseentoindicatepoten(cid:2210)altroubleintermsoftheprogressivity
of her reading, it does not yet serve to specify the nature of the trouble, or
thatthereistrouble,whiletherequestdoesthisexplicitly.
Extract(cid:383)differsfromExtract(cid:382)slightlyastheinterroga(cid:2210)veisproducedin
English and the student first tries to say the word before she seeks help. It
comesfromaYear(cid:389)CLILhistorylessonfromaquizac(cid:2210)vityonStuartperiod
inBritain.
((cid:383)) CLILHistory(cid:390)_puritans
" "
1 T okay (1.3) and (.) we can conti nue
2 (0.4) T GAZE DOWN AT DOCUMENT CAMERA
ESTERI GAZE AT BOOKLET
3 Esteri »the rise of the (1.1) (pur:)« (0.5)
!
4 >ho+w do you s[ay (that)<
+ESTERI GAZE SHIFT TOWARDS T
5 T [puritans.
6 Esteri »puritans. (0.3) during James’ reign
7 <radical (.) pro-testing> (.) groups called (0.3)
8 Puritans began to gain a sizable following. (.)
9 Puritans were- (.) Puritans wanted to pur- pur- (.)
#
10 purify the church by paring down church riche- ritual. (0.3)
11 educating (0.6) the (0.3) cler-¿ (0.3) gy: (0.4) cler« (1.4)
12 T mhm
Priortotheextract,theteacherhaselaboratedatlengthonahistoricalevent
relatedtoGuyFawkesandtheGunpowderPlot.Inline(cid:382),theteacherindicates
thatsheisdonewiththeexplana(cid:2210)onandthattheac(cid:2210)vitycancon(cid:2210)nue.Esteri,
who has been assigned to read the text, recommences from where she le(cid:91)
off before the teacher’s explana(cid:2210)on (l. (cid:384)). Shortly a(cid:91)er, however, she stops
and a silence emerges (l. (cid:384)). The silence is followed by a try from Esteri to
pronouncethenextitemdue,a(cid:91)erwhichanothersilencefollows.Itisatthis
pointthatEsterirequestsforhelp(l.(cid:385)).Again,thepronounthatindicatesthat
the next item due is the trouble source. Her request is also visibly directed
totheteacherasEsteriraiseshergazefromthetexttowardtheteacher.The
teacherprovidesthemodelpartlyinoverlapwithEsteri’sinterroga(cid:2210)ve(l.(cid:386)).
AsEsteriresumesthereadingac(cid:2210)vity,sheincorporatesthetroubleiteminto
herreading.
(cid:388)(cid:381) INSEARCHOFPROPERPRONUNCIATION
A crucial difference between the extracts is that in Extract (cid:382) the request
is forward-oriented since Katja does not try to pronounce the word before-
hand,whileinExtract(cid:383)itisbackward-orientedasEsterifirsttriesouttheword
before she ini(cid:2210)ates repair (see also Schegloff (cid:382)(cid:390)(cid:388)(cid:390); Streeck (cid:382)(cid:390)(cid:390)(cid:386); Brouwer
(cid:383)(cid:381)(cid:381)(cid:385)).(cid:384) Despitethedifferenceinthetemporalorienta(cid:2210)onoftherepairini(cid:2210)-
a(cid:2210)ons,thesequenceunfoldssimilarlyinbothextractsastheteacher’sturnis
produced immediately a(cid:91)er or partly overlapping the request and both stu-
dentsincorporatethetroublesourceitemintotheirreadingastheyresume
the ac(cid:2210)vity. However, in Extract (cid:383), the fact that the teacher produces the
model partly in overlap with the end of Esteri’s request suggests her orien-
ta(cid:2210)ontotheratherlengthysilencesandthetryingout(l.(cid:384))asindicesofpro-
nuncia(cid:2210)ontrouble.Yet,sheprovidesthemodelonlya(cid:91)erEsterihasbegunto
requesthelp.
Both extracts reveal the importance of the ins(cid:2210)tu(cid:2210)onal context and the
goals of the ongoing ac(cid:2210)vity framework with respect to how trouble is
flaggedandhelpisrequestedduringread-aloudinL(cid:383)classroominterac(cid:2210)on.In
Brouwer’sstudy((cid:383)(cid:381)(cid:381)(cid:385))nosuchrequestsweredeployed,whileinKoshikand
Seo’s((cid:383)(cid:381)(cid:382)(cid:383))studytheywereusedasthelastresourcetoindicateapronun-
cia(cid:2210)onproblem.Thetroublewasthendealtwiththroughanextendedrepair
sequence. Since here the ongoing ac(cid:2210)vity is related to prac(cid:2210)cing pronunci-
a(cid:2210)on through read-aloud, it is natural that the most likely trouble students
encounterisrelatedtodecodingthetargetwords.Insuchinstances,thepar-
(cid:2210)cipants’interac(cid:2210)onalworkandthedisrup(cid:2210)onoftheongoingac(cid:2210)vityismini-
mal,anadjacencypair,whichisproducedquickly,a(cid:91)erwhichthemainlineof
ac(cid:2210)vityisresumed.Therequestsarethusquiteanefficientwaytosolvethe
problem.
Interes(cid:2210)ngly,thereisadifferenceinthelanguagewithwhichstudentsini-
(cid:2210)ate the repairs. While Katja uses Finnish in the EFL lesson, Esteri requests
help in English in the CLIL lesson. The use of the two languages may reflect
theEnglish-onlypolicythattheCLILteacherimposesinherlessons(seeJako-
nen (cid:383)(cid:381)(cid:382)(cid:387)), while English and Finnish are both legi(cid:2210)mate languages in the
EFL lessons. However, more empirical evidence would be needed to argue
whetherthisreallyisthecase.
(cid:386).(cid:383) Tryingout
Thesecondtechniqueinvolvesaprocessoftryingout,i.e.a(cid:130)emp(cid:2210)ngtopro-
nounce the word. The technique resembles what Radford ((cid:383)(cid:381)(cid:381)(cid:390), (cid:383)(cid:381)(cid:382)(cid:381)) has
(cid:384) AccordingtoSchegloff((cid:382)(cid:390)(cid:388)(cid:390):(cid:383)(cid:388)(cid:384)–(cid:383)(cid:388)(cid:386)),differentturndesignfeaturesindicatewhether
repairisforwardorbackward-oriented.Featureslikepausesand‘uhh’sgenerallyprecede
the repair ini(cid:2210)a(cid:2210)on and are thus forward-oriented, while cut-offs manifest backward-
orientedrepair.Thisisbecausethetroublesourceitemhasbeen/isbeingproduced
already.