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A discourse analysis of teacher-stud...

Shepherd, Michael Andrew.

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A discourse analysis of teacher-student classroom interactions.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A discourse analysis of teacher-student classroom interactions./
作者:	Shepherd, Michael Andrew.
面頁冊數:	152 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3250.
Contained By:	Dissertation Abstracts International71-09A.
標題:	Language, Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3418169
ISBN:	9781124162133

A discourse analysis of teacher-student classroom interactions.
Shepherd, Michael Andrew.

A discourse analysis of teacher-student classroom interactions. - 152 p.

Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3250.

Thesis (Ph.D.)--University of Southern California, 2010.

This dissertation explores the role of classroom discourse in balancing teacher control over lesson content and student participation in educational interactions. The results of a discourse analysis of teacher-student interactions in video-recordings of eight third-grade math and language arts lessons reveal that the role of discourse in this balance has changed during the last 35 years. Teachers used to call on whichever student they wished to, while teachers today generally call on students who bid for a turn by raising a hand. Consequently, control over the right and obligation to speak is now shared between teacher and students. Students individually decide whether to make themselves available for nomination by bidding, and teachers choose which bidding students to nominate.

ISBN: 9781124162133Subjects--Topical Terms:

1018079
Language, Linguistics.

A discourse analysis of teacher-student classroom interactions.
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245 1 2 $a A discourse analysis of teacher-student classroom interactions.
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500 $a Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3250.
500 $a Adviser: Edward Finegan.
502 $a Thesis (Ph.D.)--University of Southern California, 2010.
520 $a This dissertation explores the role of classroom discourse in balancing teacher control over lesson content and student participation in educational interactions. The results of a discourse analysis of teacher-student interactions in video-recordings of eight third-grade math and language arts lessons reveal that the role of discourse in this balance has changed during the last 35 years. Teachers used to call on whichever student they wished to, while teachers today generally call on students who bid for a turn by raising a hand. Consequently, control over the right and obligation to speak is now shared between teacher and students. Students individually decide whether to make themselves available for nomination by bidding, and teachers choose which bidding students to nominate.
520 $a Just as teachers encourage student participation in educational interactions by asking questions, the results of the present study show that students recognize and facilitate teacher control over lesson content by prefacing responses they suspect may be incorrect with hesitation markers and ending them with rising intonation. With these discourse strategies, students emphasize that their responses are submitted for teacher evaluation and also hedge their claims of knowledge as a way of mitigating the face threat associated with their responses' potentially being rejected.
520 $a As for student-initiated participation, the results show that teachers avoid calling on students who bid to speak outside of teacher-controlled discussions, ignoring 17 of 23 such bids in the present study. Moreover, in three of the six instances in which they accept unsolicited bids, teachers use discourse strategies to constrain the bidding student's contribution by encouraging a brief question. On the other hand, although in general teachers ignore or reprimand over 80 percent of called-out utterances (which technically violate classroom rules), they fulfill nearly 90 percent of called-out utterances that request information or clarification and address nearly 90 percent of those correcting perceived errors, making no reference to rule violation in these special cases. As a result, the most reliable way for students to request information or clarification and to correct perceived errors is to call out.
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790 1 0 $a Silva-Corvalan, Carmen $e committee member
790 $a 0208
791 $a Ph.D.
792 $a 2010
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