Requests for assistance in the third-age language classroom

Mara van der Ploeg*, Annerose Willemsen, Louisa Richter, Merel Keijzer, Tom Koole

*Bijbehorende auteur voor dit werk

    OnderzoeksoutputAcademicpeer review

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    In this conversation analytic study, we investigate requests for assistance in the third-age (65+) language classroom. Seven Dutch seniors participated in a one-month course of English as a foreign language. We found that these seniors asked many language-related questions which fell into one of three categories: (1) production-oriented questions, (2) comprehension-oriented questions and (3) wonderment questions. These questions differ in the ways the sequences are shaped: (a) what precedes the request for assistance, (b) the person who is recruited to provide the assistance, (c) the person who offers the assistance, and (d) the response to the provided assistance and the subsequent interaction. We found wonderment questions to be the most prevalent category. Our findings suggest that the senior learners in our data show clear ownership and agency over their own learning process, demonstrated by their active participation and frequent (wonderment) questions in the classroom.
    Originele taal-2English
    TijdschriftClassroom Discourse
    Vroegere onlinedatum5-jan-2022
    StatusE-pub ahead of print - 5-jan-2022

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