Variations on the IRE pattern in a French beginner task-based classroom
The use of the Initiation–Response–Evaluation (IRE) sequence is common in education and, although classroom research does not preclude its practice in pedagogy, it recommends introducing other forms of talk into teaching. The present study, inspired by Task-Based Language Teaching research on learner language, uses Conversation Analysis to explore the variations on the IRE pattern that take place in a class of French beginners as they complete a learning task. Based on audio-recorded data collected in situ, the study uncovers two IRE subcategories and one pattern of interaction that diverges from the standard IRE pattern. These variations reflect changes in the lesson phase and show how a three-phase lesson plan focused on a specific task can move classroom participants away from the exclusive use of IRE.