Gotowe bibliografie tematyczne / Classroom discourse

Gotowa bibliografia na temat „Classroom discourse”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Classroom discourse"

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Torr, Jane. "Classroom discourse". Australian Review of Applied Linguistics 16, nr 1 (1.01.1993): 37–56. http://dx.doi.org/10.1075/aral.16.1.03tor.

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This paper discusses some of the results of a pilot study of spontaneous teacher/child discourse in two Year 1 Sydney classrooms (children aged 6 and 7 years). The two classrooms differed greatly in terms of their ethnic composition; in one class, the majority of children came from non-English speaking backgrounds, while in the other class, all the children were native English speakers. The teachers and students were taped during typical group lessons, and the resulting data were transcribed and analysed using a speech act framework (Hasan’s message semantics network). The results showed significant differences between the discourse in the two classrooms; for example, the teacher of the non-English speaking background class spoke more frequently than the teacher of native English speakers, and she asked different types of questions. The children from non-English speaking backgrounds rarely participated in the classroom conversation. These results suggest that further investigation in the area is justified, in order to determine how typical these differences are, and the extent to which the differences are educationally significant in terms of classroom practices currently followed with ESB and NESB children.
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Phillips, Linda M. "Classroom discourse". Teaching and Teacher Education 6, nr 2 (1990): 197–200. http://dx.doi.org/10.1016/0742-051x(90)90036-5.

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Harahap, Alamsyah, i Emzir Emzir. "TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)". IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 1, nr 2 (1.12.2015): 11–26. http://dx.doi.org/10.21009/ijlecr.012.012.

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English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern) and no lesson achieved.
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Harahap, Alamsyah, i Emzir Emzir. "TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)". IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 1, nr 2 (1.12.2015): 11–26. http://dx.doi.org/10.21009/ijlecr.012.12.

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English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern) and no lesson achieved.
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Khanal, Sushil. "Spoken Discourse Analysis: A Case Study of Kathmandu Shiksha Campus". Shiksha Shastra Saurabh 21 (31.12.2018): 62–69. http://dx.doi.org/10.3126/sss.v21i0.35092.

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Discourse analysis has emerged as a gradually-growing discipline because of growing interest of linguists in studying language in natural setting: Some study of spoken discourse analysis in the few last decades has manifested that spoken discourse is sometimes highly-organized (in a fixed pattern) and sometimes loosely organised. In this paper, I have attempted to analyze how naturally occurring spoken discourses are organized in natural as well as in formal setting. This analysis is based on Sinclair- Coulthard analysis model developed in 1975. I have analyzed three different discourses; viz. Classroom Discourse, Discourse outside the classroom and Talk as Social activity observing the three different settings; viz. classroom, outside the classroom and social (where more than two participants are involved) settings. The findings of this analysis show that classroom discourse occurs in a fixed pattern rather discourse outside the classroom and talk as social activity do not occur in a fixed pattern.
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Nikula, Tarja, Christiane Dalton-Puffer i Ana Llinares García. "CLIL classroom discourse". Journal of Immersion and Content-Based Language Education 1, nr 1 (6.03.2013): 70–100. http://dx.doi.org/10.1075/jicb.1.1.04nik.

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Under the label of Content and Language Integrated Learning (CLIL) the teaching of curriculum subjects through the medium of a foreign language has become a widely accepted feature in mainstream education systems in Europe and other parts of the world. After contextualizing its subject matter in CLIL research as a whole, this article focuses on research into classroom discourse. In order to unravel the complexities involved, three different takes on CLIL classroom discourse are discussed as an evidence-base for (a) language learning, (b) language use and social-interactional aspects of L2-interaction, and (c) processes of knowledge construction in and through a second or foreign language. The article concludes with an outline of requirements for further research in the area.
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Robinson, H. "TROUBLESHOOTING CLASSROOM DISCOURSE". American Speech 90, nr 2 (1.01.2015): 281–85. http://dx.doi.org/10.1215/00031283-3130379.

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Csomay, Eniko, i Siew Mei Wu. "Language variation in university classrooms". Register Studies 2, nr 1 (10.04.2020): 131–65. http://dx.doi.org/10.1075/rs.18002.cso.

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Abstract Corpus-based university classroom discourse studies found differences in teaching as it relates to language use: discourse organization, levels of instruction and interactivity, and disciplinary differences in participant talk. These practices were primarily reported on US-based classrooms, while scholars with different foci looked at British university classrooms as well. However, a comparison of how discourse is organized in university classrooms in varying geographical contexts is still missing. The present study provides lexico-grammatical analyses of classroom discourse at a South-East Asian university as associations are made to the communicative and pedagogical functions in the discourse structure of lectures, and comparisons are made to a corpus of university classroom discourse from the US. Findings show differences in language use and associated discourse organizational patterns within three disciplinary areas (Humanities, Natural Sciences, and Engineering) as they are delivered in the two geographical contexts. Implications are discussed for register, disciplinary, and discourse structure studies.
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McClain, Kay, Maggie McGatha i Lynn L. Hodge. "Improving Data Analysis through Discourse". Mathematics Teaching in the Middle School 5, nr 8 (kwiecień 2000): 548–53. http://dx.doi.org/10.5951/mtms.5.8.0548.

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The National Council of Teachers of Mathematics has been advocating the importance of effective communication in classrooms since the release of its Standards documents (NCTM 1989, 1991). This emphasis is echoed in Richards's (1991) description of an inquiry classroom (see also, e.g., Ball [1993]; Cobb, Wood, and Yackel [1991]; Lampert [1990]). In this setting, the teacher's role is to guide the negotiation of classroom norms to enable the teacher and students together to engage in meaningful mathematical discussions, which include asking questions, solving problems, posing conjectures, and formulating and critiquing mathematical arguments. An increased emphasis on communication in the mathematics classroom allows students the opportunity to discuss and validate mathematical ideas and to make and evaluate conjectures and arguments.
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Storm, Scott, Karis Jones i Sarah W. Beck. "Designing interpretive communities toward justice: indexicality in classroom discourse". English Teaching: Practice & Critique 21, nr 1 (18.01.2022): 2–15. http://dx.doi.org/10.1108/etpc-06-2021-0073.

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Purpose This study aims to investigate how, through text-based classroom talk, youth collaboratively draw on and remix discourses and practices from multiple socially indexed traditions. Design/methodology/approach Drawing on data from a year-long social design experiment, this study uses qualitative coding and traces discoursal markers of indexicality. Findings The youth sustained, remixed and evaluated interpretive communities in their navigation across disciplinary and fandom discourses to construct a hybrid classroom interpretive community. Originality/value This research contributes to scholarship that supports using popular texts in classrooms as the focus of a scholarly inquiry by demonstrating how youth in one high school English classroom discursively index interpretive communities aligned with popular fandoms and literary scholarship. This study adds to understandings about the social nature of literary reading, interpretive whole-class text-based talk and literary literacies with multimodal texts in diverse, high school classrooms.
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Rozprawy doktorskie na temat "Classroom discourse"

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Watson, Todd Richard. "Topics in classroom discourse". Thesis, University of Liverpool, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288859.

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Khoo, Rosemary Ghim Choo. "Interaction dynamics of classroom discourse". Thesis, Khoo, Rosemary Ghim Choo (1988) Interaction dynamics of classroom discourse. PhD thesis, Murdoch University, 1988. https://researchrepository.murdoch.edu.au/id/eprint/51375/.

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Most classroom research carried out in Singapore involves correlational studies which employ quantitative research methods. Such studies have limited usefulness in offering insights into the human and social aspect of events that are accomplished through face-to-face interaction, such as classroom lessons. This study sets out to rectify the dearth of qualitative research on Singapore classrooms by presenting a descriptive account of the working of social and linguistic processes in the recurrent patterns of interaction in lessons. Such a description should provide valuable microethnographic information on the Singapore classroom. Our conception of the lesson is of an educational encounter, and classroom interaction is social action which is characterised by negotiative activity as teachers and pupils participate actively in the joint act of creating a lesson. Thematic and interactional aspects of classroom management constrain the ways in which both parties communicate and participate and the teacher's verbal strategies are made in response to pupils' communicative behaviours. The research procedure used is ethnographic investigation which subscribes to a holistic conception of the lesson considered as an analytic whole. The corpus of data comprises the complete transcripts of a theoretical sample of 16 lessons which have been videorecorded in upper secondary English language classrooms in Singapore, supplemented by observed data from field notes and informal discussions with teachers. The complexity of discourse analysis is first highlighted in the discussion of conceptual issues underlying the theoretical position taken in this study. These include the various relationships that exist between utterance, meaning and context so as to explain the basis of interpretive procedures used in the analysis. The approach adopted in the analysis of classroom discourse is eclectic to enable insights from linguistic and sociological disciplines to be used in the interpretation of utterances. A typology of situation types ('sit-types') is described, that is, the established patterns of organisation of interaction of the Composition and Language Practice lesson respectively, obtained from the analysis of classroom lessons. This is followed by an analysis of the interaction of selected episodes and of a whole lesson to illustrate the negotiated character of lessons as the teacher adopts management strategies in relation to a lesson's academic and social goals and in the face of typical pupil behaviours, such as silence and reluctance to answer. An implication arising from this study is that the direction for effective pedagogic innovation and change lies first in the recognition of the practical and ideological constraints which influence a teacher's communicative strategies in the classroom.
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Muthwii, S. M. "Classroom discourse in chemistry : A study of the teacher pupil discourse events in some Kenyan chemistry classrooms". Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378744.

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Ellwood, Constance. "Discourse and desire in a second language classroom". University of Technology, Sydney. University Graduate School, 2004. http://hdl.handle.net/2100/353.

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This thesis draws on the theories of Foucault, and Deleuze and Guattari to describe some ways in which teacher and student identities are produced and performed in a second language classroom. Three major aspects of identity are considered: cultural identity, teacher professional role identity, and the changing identity of the language learner. The thesis uses poststructuralist perspectives to critique notions of identity current in second language theory and practice. It extends the conception of identity as 'subjectivity’ proposed by Bonny Norton Peirce - that is, as multiple, impermanent, fragmented – to include the notion of subjectivity produced in interaction and desire. Through an examination of texts produced in an ethnographic study, the thesis addresses issues of cultural categorisation and stereotyping in second language teaching and learning. It discusses the discursive production of subjectivity in discourses of cultural identity and the extent to which culture is a determining factor in subjectivity in the classroom site of the research. It shows how a homogenising effect of discourse leads to the positioning, both self-imposed and other-imposed, of individuals as members of particular cultural groups with particular characteristics. The thesis also discusses the discursive production of subjectivity through discourses of good teacher and good student, and demonstrates the extent to which these discourses are processes of molarisation. The thesis is thus concerned here with an examination of relatively static, fixed identifications and to demonstrate the power of discourse to determine subjectivities. It is also concerned to look at an excess to discourse, a flow which is beyond signification and identification: desire. Identity change at the discursive level is discussed through discourses of becoming, and is differentiated from movements away from subjectification. These movements of desire are proposed as a new way of conceiving agency. The thesis attempts to show some ways in which these subjectivities, produced in discourse and desire, play out in the classroom, in terms of their production and reception by participants, and the impacts on the teaching/learning context.
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Temple, Codruta. "Teaching and learning mathematical discourse in a Romanian classroom : a critical discourse analysis". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available, full text:, 2008. http://wwwlib.umi.com/cr/syr/main.

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Doray, Michele Brigitte Antoinette. "Gender differentiated discourse: a study of teacher discourse in the adult ESL classroom". Thesis, Curtin University, 2005. http://hdl.handle.net/20.500.11937/2122.

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The purpose of this study was to investigate similarities and differences in the classroom discourse of male and female ESL teachers in the academic stream of one Western Australian tertiary institutions ELICOS program. Language and gender research generally suggests that males and females have different and quite distinctive communicative styles. This study attempts to examine if this finding is also manifested in male and female teachers discourse in adult ESL classrooms in the three main aspects of classroom interaction; giving explicit instructions, asking questions and providing verbal feedback, using Sinclair & Coulthards (1975) IRF framework. A sample of six teachers, three males and three females were observed through a process of non-participant observation and their lessons video-recorded in the naturalistic situation of the classroom in order to make a comparative analysis of their discourse.Teacher discourse in the three aspects of classroom interaction, namely, instructions, questioning and feedback, was examined with the purpose of exploring gender differences and similarities so that the reasons and implications for the manifestation of such similarities and differences can be further investigated. Conclusions were then made about the influence of traditional masculine and feminine speech styles on the discourse choices of the teachers.The discourse analysis found that more similarities than differences existed in the teachers classroom discourse supporting the notion that the choice of discourse features is dependent firstly on the context and secondly on the role of the interactants vis-à-vis each other in the community of practice. Although some differences emerged, the teachers in this study generally adopted a facilitative, cooperative speech style in their classroom discourse.
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Doray, Michele Brigitte Antoinette. "Gender differentiated discourse : a study of teacher discourse in the adult ESL classroom /". Curtin University of Technology, Department of Language and Intercultural Education, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16608.

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The purpose of this study was to investigate similarities and differences in the classroom discourse of male and female ESL teachers in the academic stream of one Western Australian tertiary institutions ELICOS program. Language and gender research generally suggests that males and females have different and quite distinctive communicative styles. This study attempts to examine if this finding is also manifested in male and female teachers discourse in adult ESL classrooms in the three main aspects of classroom interaction; giving explicit instructions, asking questions and providing verbal feedback, using Sinclair & Coulthards (1975) IRF framework. A sample of six teachers, three males and three females were observed through a process of non-participant observation and their lessons video-recorded in the naturalistic situation of the classroom in order to make a comparative analysis of their discourse.Teacher discourse in the three aspects of classroom interaction, namely, instructions, questioning and feedback, was examined with the purpose of exploring gender differences and similarities so that the reasons and implications for the manifestation of such similarities and differences can be further investigated. Conclusions were then made about the influence of traditional masculine and feminine speech styles on the discourse choices of the teachers.The discourse analysis found that more similarities than differences existed in the teachers classroom discourse supporting the notion that the choice of discourse features is dependent firstly on the context and secondly on the role of the interactants vis-à-vis each other in the community of practice. Although some differences emerged, the teachers in this study generally adopted a facilitative, cooperative speech style in their classroom discourse.
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Dreyer, Carisma. "Classroom discourse in ESL : an analysis / Carisma Dreyer". Thesis, Potchefstroom University for Christian Higher Education, 1990. http://hdl.handle.net/10394/1286.

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Cray, Ellen Nichols. "Grammar : text, context, and discourse". Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314239.

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Gilmetdinova, Alsu Makhmutovna. "Reflexivity in conducting discourse analysis of code-switching in a classroom discourse the analysis of Tom Romano's 'Crafting authentic voice' /". Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/gilmetdinova/GilmetdinovaA0510.pdf.

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This paper presents research that applies the properties of reflection (uniting theory, practical reasoning and personal experience) to a specific educational context, classroom discourse. Discourse analysis will be used as a tool to explain the existence of the variety of codes in the classroom setting: teaching code, behavioral code, student code, spoken and textual codes. This project also attempts to fill in the gap that currently exists in the scholarly discussion on teaching code-switching strategies in monolingual discursive situations. Review of literature situates the general topic in an historical context and critically analyzes the most relevant published research through summary, classification and comparison, and promotes reflexivity upon language choice in educational settings. Theoretical framework composed of the synthesis of findings in discourse analysis, ethnography of communication and critical language awareness focuses attention on classroom discourses, especially those pertaining to the analysis of written textbooks. Furthermore, the theory serves as a solid foundation for building awareness of how language functions in written texts, and it has the potential to make teachers and students more aware of the effects of code-switching techniques in a text. The third chapter applies this theoretical framework to the textbook 'Crafting Authentic Voices' by Tom Romano. This theory and its application has a potential to make contributions to the development of curriculum, pedagogy, instructional planning in the English Language Arts classrooms.
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Książki na temat "Classroom discourse"

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Investigating classroom discourse. Abingdon, Oxon: Routledge, 2006.

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Jenks, Christopher J. Researching Classroom Discourse. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429264023.

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Lucas, Ceil. Language diversity and classroom discourse. Norwood, N.J: Ablex Pub. Corp., 1994.

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K, Wennerstrom Ann, red. Discourse analysis in the language classroom. Ann Arbor: University of Michigan Press, 1999.

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Exploring classroom discourse: Language in action. London [u.a.]: Routledge, 2011.

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L, Green Judith, i Harker Judith O, red. Multiple perspective analyses of classroom discourse. Norwood, N.J: Ablex Pub. Corp., 1988.

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Amy, Tsui, red. Classroom discourse and the space of learning. Mahwah, NJ: Erlbaum Associates, 2004.

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Approaches to gender and spoken classroom discourse. Basingstoke, Hampshire: Palgrave Macmillan, 2011.

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Negotiated interaction in target language classroom discourse. Amsterdam: J. Benjamins, 1999.

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The handbook of classroom discourse and interaction. Malden, MA: Wiley-Blackwell, 2015.

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Części książek na temat "Classroom discourse"

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Webb, Tamara, i Sarah Mkongo. "Classroom Discourse". W Teaching in Tension, 149–68. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-224-2_9.

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McComas, William F. "Classroom Discourse". W The Language of Science Education, 15. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_13.

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Osborn, Jan. "Classroom Discourse". W Community Colleges and First-Generation Students, 53–76. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137555694_5.

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Jenks, Christopher J. "Classroom ethnography". W Researching Classroom Discourse, 135–52. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429264023-10.

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Jenks, Christopher J. "Discourse analysis". W Researching Classroom Discourse, 65–87. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429264023-6.

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Dippold, Doris. "Pragmatics and Discourse Perspectives". W Classroom Interaction, 53–67. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_4.

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Jenks, Christopher J. "Critical discourse analysis". W Researching Classroom Discourse, 88–109. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429264023-7.

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Jenks, Christopher J. "Reporting and writing". W Researching Classroom Discourse, 153–79. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429264023-11.

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Jenks, Christopher J. "What is classroom discourse analysis?" W Researching Classroom Discourse, 3–19. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429264023-2.

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Jenks, Christopher J. "The logistics of classroom discourse research". W Researching Classroom Discourse, 20–41. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429264023-3.

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Streszczenia konferencji na temat "Classroom discourse"

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Kazantseva, Elena, Fluza Fatkullina i Elvira Valiakhmetova. "Lingvoecology of classroom discourse: student discourse practices and teacher perceptions". W Proceedings of the 1st International Scientific Practical Conference "The Individual and Society in the Modern Geopolitical Environment" (ISMGE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ismge-19.2019.62.

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Zastavker, Yevgeniya V., Veronica Darer i Alexander Kessler. "Improving STEM classroom culture: Discourse analysis". W 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684893.

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Fomin, Silvia. "Effects of Socratic Seminar in Classroom Discourse in Secondary ESL Classroom". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1572379.

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Brookes, David T., Yuhfen Lin, Chandralekha Singh, Mel Sabella i Sanjay Rebello. "Structuring Classroom Discourse Using Formative Assessment Rubrics". W 2010 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2010. http://dx.doi.org/10.1063/1.3515248.

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Mawarni, A. I., H. Suwono i R. Fachrunnisa. "Adaptability in biology classroom: A metacognitive discourse". W THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043258.

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Zahner, William. "Students' Participation in Classroom Discourse and Language Ideologies in Multilingual Secondary Math Classrooms". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894261.

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Fernandez, Cecilia. "Broadening Mathematics Classroom Participation Through Teacher Discourse Practices". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582816.

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Humaero, Siti. "Respecting and Saving Face in EFL Classroom Discourse". W Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.29.

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Franklin, Scott V., i Jonathan Lindine. "Faculty Discourse in the Classroom: Meaning in Mathematical Moves". W 2013 Physics Education Research Conference. American Association of Physics Teachers, 2014. http://dx.doi.org/10.1119/perc.2013.pr.025.

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Dapeng, Wang. "On the Significance of English Classroom Discourse Corpus Construction". W 2014 Conference on Informatisation in Education, Management and Business (IEMB-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iemb-14.2014.113.

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