کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
357155 1435446 2010 9 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
How prosody marks shifts in footing in classroom discourse
موضوعات مرتبط
علوم انسانی و اجتماعی علوم اجتماعی آموزش
پیش نمایش صفحه اول مقاله
How prosody marks shifts in footing in classroom discourse
چکیده انگلیسی

Prosody refers to features of speech such as intonation, volume and pace. In this paper, we examine teacher–student dialogue in an English lesson at a secondary school in England, using Conversation Analysis notation to mark features of prosody. We also make connections with Goffman's theoretical concept of footing. We show that, within an episode of teacher-led plenary discourse, prosody may be used to signal shifts in footing between different kinds of pedagogic activity. We identify: (i) teacher-led IRF (Initiation–Response–Feedback) discussion; (ii) the teacher's modelling of exploratory talk; (iii) a shift to instruction-giving. If teachers are able to model the enquiring tone of exploratory talk, they may in turn encourage more thoughtful contributions from students.

Research highlights▶ Prosody signals shifts in footing between different kinds of pedagogic activity. ▶ Teachers can use the music of speech to improve classroom discussion. ▶ Modelling exploratory talk may encourage more thoughtful contributions by students.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: International Journal of Educational Research - Volume 49, Issues 2–3, 2010, Pages 69–77
نویسندگان
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