Building Positive Classroom Interaction through Positive Discourse

A. Katili
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引用次数: 1

Abstract

This article discusses how to build positive classroom interaction through positive classroom discourse. This article is focused on lecturers’ utterances that consist of lecturers’ sentence construction and speech acts. The lecturers’ speech acts were discussed based on Sinclair and Coulthard’s theory of classroom speech acts and Austin’s speech acts that were developed by Searle. Both sentence construction and the lecturers’ classroom speech acts affect classroom interaction. Positive discourse builds positive classroom interaction. In terms of sentence construction, the lecturer constructed Designedly Incomplete Utterance (DIU). This was designed to drive the students to complete them. In terms of lecturers’ speech acts, the lecturers performed elicitation and the students responded to it. The lecturer’s negative speech acts were an expressive illocutionary act of anger that built the classroom negatively. The DIU and elicitation were categorized as positive discourse and the anger expression was negative.
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通过积极话语构建积极课堂互动
本文探讨了如何通过积极的课堂话语构建积极的课堂互动。本文主要研究演讲者的话语,包括演讲者的句子结构和言语行为。以Sinclair和Coulthard的课堂言语行为理论和Searle的Austin言语行为理论为基础,对演讲者的言语行为进行了讨论。句子结构和演讲者的课堂言语行为都影响课堂互动。积极话语构建积极的课堂互动。在句子结构方面,讲师构建了故意不完整的话语(DIU)。这样做的目的是促使学生完成作业。在讲师的言语行为上,讲师进行启发,学生进行回应。演讲者的消极言语行为是一种表达性的愤怒语用行为,它消极地构建了课堂。DIU和启发被归类为积极话语,愤怒表达被归类为消极话语。
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