In this extract, interaction is initiated by the teacher when he/she elicits an order. In this first Turn Construction Unit, the teacher commands students to carry out an specific task, however, her statement is met with questions related to: first, the lexical dimension of the utterance as they don’t know what the meaning of stuff is; then, the content of the order itself since, according to them, putting their items away was not the activity that was supposed to take place right then. In order to help students, understand, the teacher responds to the question for clarification on turn 2 by translating the lexical item.
Afterwards, from turn 7, all the way 9, the teacher elicits a series of utterances made to guide students while they achieve completion of the task indicated in turn 1. She makes use of students’ L1 on turn 11 to further drive the point home about what they have to do which elicits laughter from student 4 on turn 12, as they are, from what I can gather, surprised at the strange mix of 2 languages in the teachers’ speech. Finally, towards the end of this sequence, (turn 14) the teacher utters a statement that lets students know what they are to do next by means of a question. In the subsequent responses, students self-nominate in order to elicit confirmation checks as to which specific flashcards the teacher is asking for and to respond to the adjacency pair posed in turn 14. Overall, I was able to identify three adjacency pairs: the first one starting on turn 1 and ending on turn; another one, commenced on turn 4 and finished by the teacher on turn 7; and the last one, initiated on turn 14 and brought to completion on turn 17.
Since there are not many questions in this interactive sequence and the teacher doesn’t allocate speaking turns explicitly, the, students make their contributions spontaneously and by self-nominating themselves in order to ask for elaboration on the teacher’s part and towards the end of the exchange, to answer to her/his questions, addressed to the whole group.