A Critical — Pragmatic Theory of Classroom Talk

1997 ◽  
pp. 11-20
Author(s):  
Robert Young
Keyword(s):  
Classroom Talk ◽  
Pragmatic Theory

Explorations of classroom talk and links to reading achievement in upper elementary classrooms.

2020 ◽  
Author(s):  
Amanda P. Goodwin ◽  
Sun-Joo Cho ◽  
Dan Reynolds ◽  
Rebecca Silverman ◽  
Stephanie Nunn
Keyword(s):  
Reading Achievement ◽  
Elementary Classrooms ◽  
Upper Elementary ◽  
Classroom Talk

Diplomasi Versi Minangkabau

2018 ◽  
Vol 3 (2) ◽  
pp. 130-144
Author(s):  
Muhammad Yunis
Keyword(s):  
Social Sciences ◽  
Data Analysis ◽  
Social Science ◽  
Pragmatic Theory ◽  
The Social ◽  
Qualitative Observation

Pasambahan a Minangkabau society how to speak, the speech full of philosophy which delivery indirectly. This turned out to be complicated understood by some people who did not understand the pasambahan. In the present study, the authors sought to express the values of the philosophy contained in pasambahan as how to speak the traditional Minang community. As time goes, these traditions are disappearing from everyday society, for it needs a way to preserve it back. Pariaman is one area that has always practiced this tradition. In this study, the authors attempted to peel pasambahan text in a manner which according to the author deconstruction approach is one approach that is very controversial in the social sciences today. The process of data analysis by using some theories of social science (eclectic). Among the pragmatic theory and semiotics. The method used in the form of qualitative observation, the authors go directly spaciousness and interact with competent informants. From the discussion, the authors found ten diplomatic elementscontained in tradition and pasamabahan text. These elements in them, '' opener, apology, positioning/element of certainty, stringsattached, request (permission), receipt, delivery destination, contracts/agreements/agreements, offers, and resolver ''.

The Interplay of Intention and Reason

2018 ◽  
Author(s):  
Michael E. Bratman
Keyword(s):  
Practical Reason ◽  
Practical Rationality ◽  
Special Role ◽  
Pragmatic Theory ◽  
Related Idea ◽  
David Gauthier ◽  
Extended Agency ◽  
Extended Life

In a series of essays—in particular, his 1994 essay “Assure and Threaten”—David Gauthier develops a two-tier pragmatic theory of practical rationality and argues, within that theory, for a distinctive account of the rationality of following through with prior assurances or threats. His discussion suggests that certain kinds of temporally extended agency play a special role in one’s temporally extended life going well. I argue that a related idea about diachronic self-governance helps explain a sense in which an accepted deliberative standard can be self-reinforcing. And this gives us resources to adjust Gauthier’s theory in response to a threat of what Kieran Setiya has called a “fragmentation of practical reason.”

Authority by Aggregation and Abstraction

2017 ◽  
Author(s):  
Rebecca Skreslet Hernandez
Keyword(s):  
Pragmatic Theory ◽  
Legal Thought ◽  
Universal Principles ◽  
Legal Literature ◽  
Religious Learning ◽  
The Law ◽  
Substantive Law ◽  
Lasting Influence

In addition to his views on ijtihād and tajdīd, al-Suyūṭī’s lasting influence in Islamic legal thought lies in the area of legal precepts (pithy maxims or questions that sum up areas of the law). Al-Suyūṭī’s al-Ashbāh wa-l-naẓāʾir stands as a core work in this genre of legal literature and is still a popular textbook for students at Egypt’s premier institution of religious learning, al-Azhar. Using the pragmatic theory of Grice and others, I argue that legal precepts fulfill a number of key discursive functions for the jurist. It is with al-Suyūṭī’s Ashbāh that he is most successful in asserting his authority as an aggregator, abstractor, and framer of the law. The power of framing lies in the ability to distill key universal principles from the vast corpus of Islamic substantive law and to assert that these principles represent the essence and spirit of the Sharīʿa.

Mood

2017 ◽  
Author(s):  
Paul Portner
Keyword(s):  
Formal Analysis ◽  
Pragmatic Theory ◽  
Subordinate Clauses ◽  
Pragmatic Function ◽  
Verbal Mood ◽  
The Way

The category of mood is widely used in the description of languages and the formal analysis of their grammatical properties. It typically refers to features of a sentence’s form (or a class of sentences which share such features), either individual morphemes or grammatical patterns, which reflect how the sentence contributes to the modal meaning of a larger phrase or which indicates the type of fundamental pragmatic function it has in conversation. The first subtype, verbal mood, includes the categories of indicative and subjunctive subordinate clauses; the second sentence mood, encompasses declaratives, interrogatives, and imperatives. This work presents the essential background for understanding semantic theories of mood and discusses the most significant theories of both types. It evaluates those theories, compares them, draws connections between seemingly disparate approaches, and with the goal of drawing out their most important insights, it formalizes some of the literature’s most important ideas in new ways. Ultimately, this work shows that there are important connections between verbal mood and sentence mood which point the way towards a more general understanding of how mood works and its relation to other topics in linguistics, and it outlines the type of semantic and pragmatic theory which will make it possible to explain these relations.

scholarly journals Improving Experienced Mathematics Teachers’ Classroom Talk: A Visual Learning Analytics Approach to Professional Development

2021 ◽  
Vol 13 (15) ◽  
pp. 8610
Author(s):  
Chung Kwan Lo ◽  
Gaowei Chen
Keyword(s):  
Professional Development ◽  
Activity Theory ◽  
Mathematics Teachers ◽  
Classroom Discourse ◽  
Learning Analytics ◽  
Visual Learning ◽  
Development Program ◽  
Experienced Teachers ◽  
Classroom Talk ◽  
Visual Learning Analytics

The professional development of experienced teachers has received considerably less attention than that of novice teachers. This study focuses on four experienced secondary mathematics teachers in Shanghai, China, with two participating in a year-long professional development program (treatment teachers) and the other two received conventional knowledge-based professional development (comparison teachers). The program introduced productive classroom talk skills which can facilitate teachers’ formative assessment of student learning during class. To encourage teachers to reflect on their classroom discourse when reviewing recordings of their teaching, we used visual learning analytics with the treatment teachers and theorized the use of this technology with activity theory. After completing the program, the treatment teachers were better able to use productive talk moves to elicit student responses and to provide timely formative feedback accordingly. Specifically, the percentage of word contributions in lessons from students and the length of their responses increased noticeably. Qualitative findings suggest that the use of visual learning analytics mediated the treatment teachers and improved classroom discourse. Based on these findings and activity theory, we provide recommendations for future use of visual learning analytics to improve teachers’ classroom talk and designing professional development activities for experienced teachers.

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