Abstract

This paper reports on an exploratory study of English as a Foreign Language (EFL) teachers’ interactional practices when providing feedback. It follows a multimodal conversation analytic (CA) approach (Schegloff 2007) with focus on teachers’ embodied interactional practices to secure student responses. When approaching student groups, teachers often asked questions, or first-pair parts (FPP), to elicit the relevant grammatical or lexical items. However, these questions did not always result in student uptake, or second-pair parts (SPP), and repair trajectories ensued (Kasper 2006; McHoul 1990). The present study is especially concerned with teachers’ interactional strategies in these situations. The two cases presented here illustrate the ways in which teachers dealt with lack of response (case 1) and a pedagogically-unfit answer (case 2).