Teacher epistemic stance as a trouble in foreign language classroom interaction

In foreign language learning, students are commonly encouraged to share their experiences, opinions and beliefs. Such actions position the teacher as an interactant with no access this knowledge unless student makes it publicly available. At same time, is normatively expected that teachers have primary related responsibilities experts. contextual constraints shape classroom interaction within which moments of epistemic incongruence may arise as, for example, when stance not in line assumed status. Taking a conversation analytic approach, study aims investigate source trouble emerges during episodes meaning-and-fluency interaction. The analysis reveals incongruent unfolds two ways: 1) initiated word-search must be repaired by teacher, 2) inaccurately anticipates some information pertaining students' territory knowledge. both cases, displays seen participants’ statuses. Findings also indicate these require certain repair work resolve resulting dissonance interactants orient.