During oral examinations, students sometimes fail to provide correct answers, which creates a challenge for examiners regarding how to respond. We know much about teacher feedback in classrooms from decades of research on IRE and IRF sequences. However, less is known about feedback in oral examination contexts. This study seeks to identify how teachers, as examiners, manage incorrect answers during oral exams in Norwegian secondary schools and how their responses affect student opportunities to display knowledge. A conversation analysis of 21 incorrect answers revealed that, in 16 cases, teachers explicitly classified answers as incorrect by using or . In four cases, teachers implicitly classified answers as incorrect using an initiation of correction. The analysis further shows that other-initiations of correction create interactional spaces for students to attempt self-correction. However, teachers’ other-corrections reduce students’ opportunities to display knowledge. These findings have implications for developing oral examination policies and training materials.

中文翻译：

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教师对学生口试答错的管理

在口试过程中，学生有时无法提供正确答案，这给考官如何回答带来了挑战。通过数十年对 IRE 和 IRF 序列的研究，我们对课堂上的教师反馈有了很多了解。然而，人们对口语考试中的反馈知之甚少。本研究旨在确定挪威中学作为考官的教师如何处理口语考试中的错误答案，以及他们的反应如何影响学生展示知识的机会。对 21 个错误答案的对话分析显示，在 16 个案例中，教师使用 或 明确将答案归类为错误。在四种情况下，教师通过启动纠正将答案隐含地归类为不正确。分析进一步表明，其他纠正措施为学生尝试自我纠正创造了互动空间。然而，教师的其他纠正减少了学生展示知识的机会。这些发现对于制定口试政策和培训材料具有重要意义。