反义疑问句在课堂话语中促进学生参与的作用

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Classroom Discourse Pub Date : 2021-09-13 DOI:10.1080/19463014.2021.1954959
J. Parkinson, Lauren Whitty
{"title":"反义疑问句在课堂话语中促进学生参与的作用","authors":"J. Parkinson, Lauren Whitty","doi":"10.1080/19463014.2021.1954959","DOIUrl":null,"url":null,"abstract":"ABSTRACT In classroom teaching, where teachers front a large class of students, opportunities for students to talk are limited, with much classroom talk by students involving answering teacher questions. This raises the question of how teachers promote student engagement in their lessons. Using a 394,671-word corpus of recorded teaching in vocational education, this study investigates a discourse feature of classroom discourse, the use of tag questions. Our study compares the use of tag questions in two teaching contexts: teacher-fronted whole-class teaching in the classroom and teaching through interacting with individuals or pairs during skills-teaching in the workshop or construction site. Every tag question (755) in this corpus was analysed for polarity, position in turn, intonation and speech function. The study shows the importance of tag questions in both contexts in involving students in the instructors’ on-going explanations both in silent thought and through brief verbal responses or actions. Instructors also use tag questions to focus students’ attention, to ensure that students are following their explanations, to involve students in problem-solving, to seek information about students’ practical work, to remind them of known information, and to construct them as co-experts who already have some knowledge and judgement related to their vocational field.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"18 1","pages":"83 - 105"},"PeriodicalIF":1.5000,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"The role of tag questions in classroom discourse in promoting student engagement\",\"authors\":\"J. Parkinson, Lauren Whitty\",\"doi\":\"10.1080/19463014.2021.1954959\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT In classroom teaching, where teachers front a large class of students, opportunities for students to talk are limited, with much classroom talk by students involving answering teacher questions. This raises the question of how teachers promote student engagement in their lessons. Using a 394,671-word corpus of recorded teaching in vocational education, this study investigates a discourse feature of classroom discourse, the use of tag questions. Our study compares the use of tag questions in two teaching contexts: teacher-fronted whole-class teaching in the classroom and teaching through interacting with individuals or pairs during skills-teaching in the workshop or construction site. Every tag question (755) in this corpus was analysed for polarity, position in turn, intonation and speech function. The study shows the importance of tag questions in both contexts in involving students in the instructors’ on-going explanations both in silent thought and through brief verbal responses or actions. Instructors also use tag questions to focus students’ attention, to ensure that students are following their explanations, to involve students in problem-solving, to seek information about students’ practical work, to remind them of known information, and to construct them as co-experts who already have some knowledge and judgement related to their vocational field.\",\"PeriodicalId\":45350,\"journal\":{\"name\":\"Classroom Discourse\",\"volume\":\"18 1\",\"pages\":\"83 - 105\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2021-09-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Classroom Discourse\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/19463014.2021.1954959\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Classroom Discourse","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/19463014.2021.1954959","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

在课堂教学中,教师面对着一大群学生,学生说话的机会是有限的,很多学生的课堂谈话都是回答老师的问题。这就提出了教师如何促进学生参与课堂的问题。本研究以394,671字的职业教育录音教学语料库为研究对象,探讨课堂语篇的一个语篇特征——附加疑问句的使用。我们的研究比较了两种教学情境下附加疑问句的使用:课堂上教师主导的整堂课教学和车间或建筑工地技能教学中与个人或结对互动的教学。对该语料库中的每个标记问句(755个)的极性、位置、语调和语音功能进行了分析。该研究表明,在这两种情况下,附加疑问句在让学生参与到教师正在进行的解释中(无论是默想还是通过简短的口头反应或行动)都很重要。教师还使用标签问题来集中学生的注意力,确保学生跟上他们的解释,让学生参与解决问题,寻求学生实际工作的信息,提醒他们已知的信息,并将他们构建为已经有一些与他们的职业领域相关的知识和判断的共同专家。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
The role of tag questions in classroom discourse in promoting student engagement
ABSTRACT In classroom teaching, where teachers front a large class of students, opportunities for students to talk are limited, with much classroom talk by students involving answering teacher questions. This raises the question of how teachers promote student engagement in their lessons. Using a 394,671-word corpus of recorded teaching in vocational education, this study investigates a discourse feature of classroom discourse, the use of tag questions. Our study compares the use of tag questions in two teaching contexts: teacher-fronted whole-class teaching in the classroom and teaching through interacting with individuals or pairs during skills-teaching in the workshop or construction site. Every tag question (755) in this corpus was analysed for polarity, position in turn, intonation and speech function. The study shows the importance of tag questions in both contexts in involving students in the instructors’ on-going explanations both in silent thought and through brief verbal responses or actions. Instructors also use tag questions to focus students’ attention, to ensure that students are following their explanations, to involve students in problem-solving, to seek information about students’ practical work, to remind them of known information, and to construct them as co-experts who already have some knowledge and judgement related to their vocational field.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Classroom Discourse
Classroom Discourse EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.40
自引率
14.30%
发文量
28
期刊最新文献
Examining authorial agency in elementary children’s narratives Analysing educational dialogue around shared artefacts in technology-mediated contexts: a new coding framework The embodied nature of students’ engagement and participation during a total physical response activity Collaborative character searches in L2 Chinese peer writing: sequential design and object affordances Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1