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Proceedings of the International Conference on Education in Muslim Society (ICEMS 2017)
Views Total views. Actions Shares. Embeds 0 No embeds. No notes for slide. Discourse analysis for teachers 1. Michael Mc Carthy 2. It grew out of work in different disciplines in the and early , including linguistics, semiotics, psychology, anthropology and sociology.
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In extended text, and the links between the text and it social situation, though its paper is a far cry from the D. For example Hymes the linguistic philosophers such as Austin , Searle and Grice were also influential in the study of language as social action, reflected in speech-act theory and the formulation of conversational maxims, alongside the emergence of pragmatic which is the study of meaning in context.
For instance Halliday , which in turn has connexions with the Pragre School of linguistic. It examines types of speech event such us storytelling. Greeting rituals and verbal duels in different cultural and social setting. For example, Gumperz and Hymes It is often called conversation analysis within the American 4. It means the art of the linguistic which studies the meaning of the linguistic expressions. A classroom lesson does the same. I will start with one such event, namely the very first event that usually takes place at the beginning of a lesson: the greeting.
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This event cannot only be seen as the general opening of a lesson but also as the linguistic opening of an exchange. The opening sequences of the data discussed in this chapter occur in teacher-student interaction. A first look at these three transcriptions reveals a common structure of the exchanges. In all three cases the exchange is initiated by the teacher through a greeting.
Although German English teachers should greet their class in English, it is not unusual for them to greet in German. But nevertheless, the word choice in both languages is the same. At this point I would like to raise one interesting question: why is it always the teacher who initiates the exchanges? So it is no wonder that it is the teacher who begins the classroom discourse.
Both functions are included in the greeting at the beginning of the lesson. They tend to use the same words and language as their teacher, whether in English or in German. However, the transcriptions also show that it does not matter if the teachers address the students directly or not: their answers can be general A and B or personal, as in C. All three feedback moves hint at a change of subject, namely the introduction of the actual topic lesson.
The teachers in A and B change the subject by asking what happened in the last lesson. The teacher in C does not name the new topic specifically. However, there is a distinguishable change of subject.
Classroom Discourse: Theoretical Orientations and Research Approaches | SpringerLink
To sum up, these three different lesson transcriptions point out a common structure of opening sequences of lessons:. Teacher-initiation: greeting 2. Student-response: re-greeting 3. Teacher-follow-up: transition to the topic of the lesson. However, the question arises as to whether or not the follow-ups given by the teachers are actual feedbacks to the previous responses.
But the other two utterances immediately change the subject.
Hence, we can assume that these two follow-ups are actually two new openings of another exchange. Another interesting feature in conversation is the strategy of repair or correction. My decision to analyse this topic derived from the many incidences of repair I found during the data research. In fact, I found instances of repair in every single transcription I was looking at. Still, all examples following are based on data of the tenth grade English lesson from the Kassel classroom discourse of the SCoSE.
First of all, what is repair? It is exactly this point which may be observed in line where the student uses the correct pronunciation of MP straightaway. Nevertheless, the strategy of other repair — correction by another person as the one who made the utterance - in classroom discourse is much more frequent than self repair. The ways of doing so can be different.
Chapter 1. Why Talk Is Important in Classrooms
The following transcription shows one way of other repair; the repair always follows the mistake immediately:. Eva K. Sammel Author. Add to cart. Table of contents 1.