Learner Initiation. La gestione dei turni di autoselezione iniziale degli studenti nell’interazione in classi di italiano L2

Abstract

The aim of this paper is to foster teachers’ awareness in classroom interaction through Conversation Analysis for Second Language Acquisition (ca-for-sla). The focus is on the cases of students’ self-selection and on the turn-taking that occurs in this unexpected event, compared to the well known irf sequence (Teacher Initiation – Learner Response – Teacher Feedback). The analysis is based on videorecorded and transcribed lessons of Italian a as second language.