In this session, we will look at turn-taking in Japanese public elementary school English activity classes. We will discuss data on how students understand when they should begin their turns, how students understand who is selected to speak, and how students understand what they are asked to do. The data for this session were conducted in English. The assistant language teacher spoke entirely in English, her first language; the homeroom teacher spoke almost entirely in English, her second language; and the students spoke mostly in English, their second language. Our interest is in understanding how the students know when to start up their turns and know what they should do in their turns.
We look together at English ordinary conversation cited by many people.