Tag-Naxon? (Tag-Right?) in Instructional Talk: Opening or Blocking Learning Opportunities

• In Event: Sheraton Roundtable Session 10
  In Roundtable Session: Classroom Talk, Opportunities to Learn, and Student Understanding

Abstract

This paper analyzes teachers' use of the Hebrew tag-naxon?, which is a discourse marker (e.g. you know, yeah, okay) roughly equivalent to the English tag-right?. The study indicates that the use of tag-naxon? by teachers relates to the heart of what classroom talk is all about: understanding. By providing a stepping-stone for topic expansion, tag-naxon? at the opening of a discourse unit opens opportunities for learning (e.g. allowing the expression of misunderstanding). In contrast, tag-naxon? at the end of a sequence blocks opportunities for learning by blocking further discussion. This study bears significant implications for teachers, as it touches upon their ongoing dilemma that lies at the root of the question of understanding, namely – "Can I move on?".

Authors

• Amir Michalovich, The University of British Columbia

• Hadar Netz, Tel Aviv University