Taking, begging, or waiting for the floor: students’ social backgrounds, entitlement and agency in classroom discourse

2021 ◽  
pp. 1-17
Author(s):  
Aviv Orner ◽  
Hadar Netz
Keyword(s):  
Classroom Discourse ◽  
Social Backgrounds

Classroom Discourse Structure in MTs Negeri Rantauprapat

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Jupriaman Jupriaman ◽  
Sri Minda Murni
Keyword(s):  
Classroom Discourse ◽  
Tape Recorder ◽  
The Other ◽  
Discourse Structure ◽  
Video Tape ◽  
English Teacher ◽  
Video Tape Recorder ◽  
Field Note

The objectives of this study were to describe the classroom discourse structure, to describe how the classroom discourse is realized by teacher and students and the reasons for the realizations of the ways they are. The source of the data was English teacher and the students while the data are verbal and non verbal utterances of students and teachers. The instruments for collecting data were video tape recorder and researcher’s field note. The data were collected by observing and recording the utterances uttered by the teacher and students. The findings showed that the classroom discourse structures were dominantly realized by Initiation and Response (IR) structure. It was reflected in teacher direct, elicit and information exchanges was found that the classroom discourse structures. The other exchanges occur are boundary (framing and focusing move), directive, informing, check, accept, react, reply, nomination, marker, bid and conclusion acts. The reasons why the realization as the ways they are (1) teacher as a centre of interaction, (2) teacher gives some questions without any caring to the evaluation, appreciation and feedback without any feedback to make dialogue, (3) students have been disciplined not to speak in classes without a teacher’s direction, and most of them are unwilling to speak English.   Keywords: Classroom Discourse Structures, Initiation and Response, Sinclair and Coulthard Theory

PHASAL REALIZATIONS IN CLASSROOM DISCOURSE A Systemic-Functional Analysis

TABULARASA ◽  
2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Lasyuli Simbolon
Keyword(s):  
Functional Analysis ◽  
Strong Evidence ◽  
Classroom Discourse ◽  
Social Values ◽  
Classroom Interactions ◽  
Classification Schemes ◽  
Complementary Method ◽  
Academic Knowledge ◽  
Primary Instrument

This article examines the phasal realizations characteristic of the classroom discourse. The data are collected by means of audio-visual recordings and transcriptions, and they are analyzed by employing a complementary method of analysis of Young’s model. The primary instrument of this study is the researcher herself, whereas the secondary instruments are (1) classification schemes of the semiotic aspect in focus, (2) data sheets that contain 4 classroom discourse-in-texts, and (3) notes on each classroom discourse-in-text. The findings reveal that the CD-in-text as a whole is typically realized and characterized by the following: (1) Substantiation (SU) as the most prominent macro-function and the Conclusion (CO) as the least prominent, (2) the Interchange (IC) as the most prominent micro-function and the Apology (AP) as the least prominent. Based on the main findings, there is strong evidence to suggest that the ‘semiotic behavior’ of the CD-in-text as a whole is motivated by the goal-oriented need, and the goal to achieve has tended to be more academic-oriented than social-oriented. In this, the teachers as the primary speakers of the classroom interactions have tended to focus on the transformation of intellectual values (academic knowledge/skills) with the least social values involved therein. The most prominently occurring SU macro-function and IC micro-function are clear indicators of this endeavor. The scope and the objectives of this study have been delimited to investigate CD phenomena at the levels of phase and sub-phase.

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.

The indexical nature of classroom discourse: the role of technology integration

2019 ◽  
Vol 11 (1) ◽  
pp. 41-60
Author(s):  
May Jadallah ◽  
Hyun-Sook Kang ◽  
Alycia M. Hund ◽  
Elizabeth M. Kirby
Keyword(s):  
Technology Integration ◽  
Classroom Discourse
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