scholarly journals Do Teacher Questions Function as Assessment for Learning?

2021 ◽  
Vol 2 (3) ◽  
pp. 437-454
Author(s):  
Hieronimus Canggung Darong ◽  
Erna Mena Niman
Keyword(s):  
Conversation Analysis ◽  
Classroom Discourse ◽  
English Teachers ◽  
Assessment For Learning ◽  
Diagnostic Information ◽  
Question Type ◽  
Classroom Talk ◽  
Teacher Questions ◽  
Discourse Marker ◽  
Teaching Technique

This study wants to challenge the robust idea of previous findings revealing that employing a particular question type would necessarily functions as Assessment for Learning (AfL). Besides, this study extends previous research focusing on typology and examines the syntactical forms of questioning in its practice.  To gather data, six Indonesian English teachers were observed and audio- recorded, thus, transcribed and analysed following the principle of Conversation Analysis (CA). Except referential type functioning as a teaching technique and a discourse marker choice to discursively extend the classroom talk, the result of analysis corroborates previous studies in that they provide diagnostic information from which a better further action was taken place as highlighted in the AfL. Yet, this might occur as questioning types are syntactically constructed following classroom discourse moves. Thus, the examination of questionings functioning as Assessment for Learning (AfL), aside from types, the syntactical form and classroom discourse moves are important to cope with.

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.

Restrictiveness, exclusivity, adversativity, and mirativity

2013 ◽  
Vol 4 (2) ◽  
pp. 181-228 ◽  
Author(s):  
Yu-Fang Wang ◽  
Mei-Chi Tsai ◽  
Wayne Schams ◽  
Chi-Ming Yang
Keyword(s):  
Conversation Analysis ◽  
Mandarin Chinese ◽  
Discourse Marker ◽  
Spoken Discourse ◽  
Interactional Linguistics ◽  
English Only ◽  
Naturally Occurring ◽  
Turn Taking

Mandarin Chinese zhishi (similar to English ‘only’), comprised of the adverb zhi and the copula shi, can act as an adverb (ADV) or a discourse marker (DM). This study analyzes the role of zhishi in spoken discourse, based on the methodological and theoretical principles of interactional linguistics and conversation analysis. The corpus used in this study consists of three sets of data: 1) naturally-occurring daily conversations; 2) radio/TV interviews; and 3) TV panel discussions on current political affairs. As a whole, this study reveals that the notions of restrictiveness, exclusivity, and adversativity are closely associated with ADV zhishi and DM zhishi. In addition, the present data show that since zhishi is often used to express a ‘less than expected’ feeling, it can be used to indicate mirativity (i.e. language indicating that an utterance conveys the speaker’s surprise). The data also show that the distribution of zhishi as an adverb or discourse marker depends on turn taking systems and speech situations in spoken discourse. Specifically, the ADV zhishi tends to occur in radio/TV interviews and TV panel news discussions, while the DM zhishi occurs more often in casual conversations.

scholarly journals Classroom Discourse and Teachers’ Experience: A Cognitive View

2021 ◽  
Vol 11 (10) ◽  
pp. 1308-1317
Author(s):  
Bibi Malihe Vamagh Shahi
Keyword(s):  
Novice Teachers ◽  
Community Of Practice ◽  
Cognitive Processes ◽  
Classroom Discourse ◽  
English Teachers ◽  
Experienced Teachers ◽  
Years Of Experience ◽  
Efl Teachers ◽  
Action Verbs

In this article, we intend to investigate the role of experience in EFL teachers’ discourse using a cognitive taxonomy. In this line, we are going to examine whether there any significant differences between novice and inexperienced groups of teacher in their discourse with regard to a cognitive taxonomy. The selected sample comprises twenty-seven English teachers engaged in EFL classes. Totally, six categories of cognitive processes were introduced. The categories are from the most concrete to the most abstract: (1) knowledge; (2) comprehension; (3) application; (4) analysis; (5) synthesis; and (6) evaluation. According to the results, it was revealed that experienced teachers used more action verbs in all the categories of this taxonomy (428 action verbs out of 805), whereas novice teachers (teachers which has less than 4 years of experience) used 377 action verbs. It can be concluded that experienced teachers teach in more fruitful and meaningful way. Novice teachers can learn and construct meaning from their experiences when they are actively engaged in authentic activity that will help them to learn to think and act in a community of practice.

scholarly journals PRAKTEK KEKUASAAN DAN DOMINASI GURU DI DALAM KELAS DITINJAU DARI STRUKTUR WACANA PEDAGOGIK PEMBELAJARAN BAHASA INGGRIS

2015 ◽  
Vol 9 (1) ◽  
pp. 19
Author(s):  
Hamzah Hamzah ◽  
Kurnia Ningsih
Keyword(s):  
Discourse Analysis ◽  
Key Words ◽  
Critical Discourse Analysis ◽  
Conversation Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Critical Discourse ◽  
English Teacher

This study is aimed at exploring the way the English teachers at senior high schools exercise power and domination during the teaching and learning process. Conversation analysis and critical discourse analysis were used to analyze the data. The data were generated from thirty transcripts of classroom interaction comprising of two academic hour session for each transcript. The findings of this study revealed that the English teacher still exercised strong power and domination in the classroom. Most exchanges were initiated by the teacher (93%), and the students involvements were limited to providing responses in accordance with the information initiated by their teacher. The teachers’ domination was also seen in the length of the turns. The teachers normally had extended turn comprising one clause or more, while students’ contributions were normally short consisting of one word, one phrase, and one clause was the longest in each turn. Beside the two indicators, the teachers’ power and domination were seen in controlling the topic, giving instruction, asking close questions and providing correction. Key words: conversation, classroom discourse, power and domination

scholarly journals All Together Now: Using Conversational Analysis and Muted Group Theory to Understand Gendered Classroom Discourse in a Cameroonian Primary Classroom

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Allyson Jule
Keyword(s):  
Group Theory ◽  
Classroom Discourse ◽  
Classroom Talk ◽  
Learning Situation ◽  
Conversational Analysis ◽  
North West ◽  
Gendered Space ◽  
Muted Group ◽  
Muted Group Theory ◽  
The City

Using Conversational Analysis (Jefferson, 2004) and Ardener’s (2005) Muted Group Theory, this paper explores classroom data from an African classroom through the sociolinguistic lens of ‘gendered linguistic space’. Emphasis here is on one small village primary school in the rural area surrounding the city of Bamenda, North West, Cameroon and the embodiment of learning displayed by both boys and girls in this learning situation. Reflecting on an African classroom opens up necessary possibilities of understanding what occurs in classroom lessons around the world and ever-new ways of understanding how classroom talk impacts the learning environment in various cultural contexts. In particular, the use of choral responses heavily used in African education challenges current pedagogical ideas concerning classroom talk by offering a less gendered space to engage with learning.

How Teacher Questions Facilitate Student Learning in EFL Class

2021 ◽  
Author(s):  
Nguyen Anh Hao ◽  
Keyword(s):  
Content Analysis ◽  
Student Learning ◽  
Small Proportion ◽  
Classroom Discourse ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Teacher Questions ◽  
Qualitative And Quantitative ◽  
Quantitative Content

Abstract Questioning is considered as one of the most dominant features in virtually every classroom discourse. This study aims at examining the types and functions of teacher questions that facilitate student learning in an EFL class in Vietnam. The classification of questions employed in the study follows the work proposed by Richards and Lockhart in 2007. Participants in the research were one teacher and 25 students in an English university class in Vietnam. The data was collected through classroom observation and audio recording. Both qualitative and quantitative content analysis were utilized to analyze the data. The findings of the study indicate that the most frequently used question types were convergent and divergent questions, and procedural questions only accounted for a small proportion. Furthermore, it was found that convergent questions were employed to check and guide students’ understanding of the lesson’s target lexical items, while divergent ones were used to promote students’ further analysis and their own evaluation of the knowledge provided in the study material. Finally, procedural questions were chiefly posed when the teacher monitored students in class activities. Keywords: classroom discourse, classroom interaction, teacher questions

Classroom Discourse and Multimodal Conversation Analysis

2021 ◽  
pp. 15-40
Author(s):  
Christine M. Jacknick
Keyword(s):  
Conversation Analysis ◽  
Classroom Discourse ◽  
Body Movement ◽  
Student Participation ◽  
Classroom Interaction ◽  
Willingness To Participate ◽  
Methodological Framework ◽  
Interactional Competence ◽  
Movement Artifacts

This chapter provides a background of classroom discourse research with particular focus on research into the interactional organization of classroom interaction. Walsh’s (200, 2011) modes are introduced as a key framework for this volume. Prior research on student participation is summarized here, including the concepts of (un)willingness to participate and classroom interactional competence. Finally, multimodal conversation analysis, the methodological framework for this volume, is presented, including brief summaries of research on gaze, gesture, body movement, artifacts, and complex multimodal Gestalts. Notes on transcription practices are presented here, as well as descriptions of the data corpora drawn upon for this study.

Towards a further analysis of teacher talk

1991 ◽  
Vol 14 (2) ◽  
pp. 30-72 ◽  
Author(s):  
Kristina Love
Keyword(s):  
Professional Development ◽  
Diagnostic Tool ◽  
Classroom Discourse ◽  
Teacher Talk ◽  
Classroom Talk ◽  
Theoretical Frameworks ◽  
First Approximation ◽  
Further Development ◽  
Current Systems ◽  
Potential Tool

Abstract Current systems for analyzing classroom talk require some refinement in order that they may be applied for professional development purposes. Sinclair and Coulthard’s (1975) system is particularly useful as a potential tool for diagnostic purposes, but requires further development at the level of ‘act’ both in order to clarify theoretical frameworks and to provide manageability in terms of its application. This study will present a first approximation towards the development of a more refined system of classifying classroom discourse. In its focus on teacher talk, it will provide a preliminary taxonomy of types of teacher acts. This taxonomy, it is hoped, will both inform existing theory and provide a diagnostic tool in the training of teachers.

Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept sketches

2019 ◽  
Vol 7 (2) ◽  
pp. 233-260
Author(s):  
Caroline Ho ◽  
June Kwai Yeok Wong ◽  
Natasha Anne Rappa
Keyword(s):  
Qualitative Analysis ◽  
Classroom Discourse ◽  
Meaning Making ◽  
Classroom Talk ◽  
Specific Interest ◽  
Multimodal Literacy ◽  
Classroom Discussions ◽  
Content Learning ◽  
Teacher’S Role ◽  
Teacher's Role

Abstract This article examines teachers’ attempts to enhance students’ content learning in Biology through the use of talk centred on concept sketches. Of specific interest is how teachers provide scaffolding through purposeful classroom discourse (Lemke, 1990) with the use of talk moves (Chapin, O’Connor, & Anderson, 2013), drawing on concept sketches (Johnson & Reynolds, 2005) annotated by students. Informed by socioconstructivist (Vygotsky, 1978/86) perspectives and grounded in multimodal literacy (Kress & van Leeuwen, 2001) underpinnings, the study acknowledges the teacher’s role in productive classroom discussions to guide students’ thinking and facilitate meaning-making. Qualitative analysis of classroom discourse illustrates how teachers’ classroom talk can scaffold and address the gaps in students’ learning. Pedagogical implications are discussed.

scholarly journals Teachers’ Politeness Markers in Request in Classroom Interactions

2020 ◽  
Vol 11 (2) ◽  
pp. 217-233
Author(s):  
Hieronimus Canggung Darong ◽  
A. Effendi Kadarisman ◽  
Yazid Basthomi
Keyword(s):  
Conversation Analysis ◽  
English Teachers ◽  
Classroom Interactions ◽  
Research Needs ◽  
Cooperative Principle ◽  
Illocutionary Act

This study is an attempt to examine politeness markers employed by Indonesian English teachers in classroom interactions. Purposefully chosen English teachers were observed, audio-recorded, and analyzed by using the politeness principle and Gricean cooperative principle. The conversation analysis revealed that to mitigate the illocutionary act of request, aside from using internal modifiers at most (consultative device, politeness markers, hesitators, hedges, play-downs, committers, down-toners, understaters), the teachers also used external devices as an adjunct to the head acts (grounder, sweetener, and disarmer). Besides, teachers intentionally violated the maxim for the sake of extending the talk. Further research needs to include more participants and instruments in a wider area of analysis.  

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