Author: Jessica Erin Quinn Publisher: ISBN: Category : Languages : en Pages : 125
Book Description
Discourse markers, words generally thought to have no meaning, have been shown to contribute to discourse in a number of ways. Words like 'well', 'right', 'ok', 'so', and 'oh' convey information about the structure, meaning, and interpersonal aspects of the discourse in which they occur. Recent studies have explored a variety of discourse markers in a number of settings, but university classrooms have been largely overlooked. Discourse markers have been classified in a number of different ways; the categories differ depending on what is taken to be a discourse marker and which uses are considered more important: textual, structural, or interpersonal. Further, discourse features change depending on the type of discourse and the roles of the speakers involved. Studies of specific discourse features in university classrooms have not observed how the differences in classes' levels, interaction, and content affect those features. Therefore, exploring how professors use discourse markers in university classes and how their use changes in diverse settings can contribute to our understanding of both university discourse and discourse markers themselves. This study examines how university instructors use 'ok', 'so', and 'ok so' to indicate both the structure of the lesson and their role in the classroom. Recordings of three instructors teaching four different classes formed the corpus for analysis so that differences between level, interactivity, and content of the classes and how these factors affect discourse marker use could be examined in greater detail. In three undergraduate sessions and two graduate sessions, with interactivity ranging from ninety-eight percent professor talk to only fifty-nine percent, and content ranging from lecture delivered as instructor monologue, to active discussion sessions, to exam review, the diverse corpus of over thirty-six thousand words contains four hundred and three uses of 'ok', 'so', and 'ok so'. The results show that instructors use 'ok' and 'so' differently depending on the interactivity and content of the classes. In virtue of their functions within classroom interaction, 'ok' is more likely to be used in more interactive classes as a marker of interaction, while 'so' is used in more lecture-style classes as a marker of structure. Results were also found for 'ok so', which combines the popular functions of 'ok' and 'so', but are much less robust and require further study.
Author: Christopher J. Jenks Publisher: Routledge ISBN: 0429559054 Category : Language Arts & Disciplines Languages : en Pages : 185
Book Description
This practical guide to doing classroom discourse research provides a comprehensive overview of the research process. Bringing together both discourse analysis and classroom discourse research, this book helps readers to develop the analytic and rhetorical skills needed to conduct, and write about, the discourse of teaching and learning. Offering step-by-step guidance, each chapter is written so that readers can put the theoretical and methodological issues of classroom discourse analysis into practice while writing an academic paper. Chapters are organized around three stages of research: planning, analyzing, and understanding and reporting. Reflective questions and discourse examples are used throughout the book to assist readers. This book is essential reading for modules on classroom discourse or thesis writing and a key supplementary resource for research methods, discourse analysis, or language teaching and learning.
Author: Steve Walsh Publisher: Edinburgh University Press ISBN: 0748677844 Category : Foreign Language Study Languages : en Pages : 172
Book Description
This textbook shows how classroom discourse can be applied to develop and improve teaching. Combining examples from everyday practice with theoretical approaches, it provides a comprehensive account of current perspectives on classroom discourse.
Author: Katrin Thomson Publisher: Narr Francke Attempto Verlag ISBN: 3823303759 Category : Literary Criticism Languages : en Pages : 210
Book Description
In language learning contexts, the role of the language teacher is a particularly crucial one: it is the teacher who, through and with their use of (the foreign) language, has a significant influence on the extent to which language learners are linguistically/cognitively activated, and thus determines whether processes of language learning are initiated and promoted, or perhaps even impeded or prevented. Thus, it is of utmost importance for language teachers to acquire a high level of classroom discourse competence (CDC) - a professional competence that goes far beyond the notions of FL proficiency and communicative competence. Located at the intersection of theory, classroom research and practical approaches to (E)FL teacher education, Classroom Discourse Competence: Current Issues in Language Teaching and Teacher Education offers university students, trainee teachers, in-service teachers and teacher educators a comprehensive conceptualization of CDC (Part I). Furthermore, the chapters in this book explore facets of CDC (Part II) and present good-practice examples of CDC development in the context of pre-service teacher education (Part III).
Author: Simone Müller Publisher: John Benjamins Publishing ISBN: 9789027253811 Category : Language Arts & Disciplines Languages : en Pages : 320
Book Description
While discourse markers have been examined in some detail, little is known about their usage by non-native speakers. This book provides valuable insights into the functions of four discourse markers (so, well, you know and like) in native and non-native English discourse, adding to both discourse marker literature and to studies in the pragmatics of learner language. It presents a thorough analysis on the basis of a substantial parallel corpus of spoken language. In this corpus, American students who are native speakers of English and German non-native speakers of English retell and discuss a silent movie. Each of the main chapters of the book is dedicated to one discourse marker, giving a detailed analysis of the functions this discourse marker fulfills in the corpus and a quantitative comparison between the two speaker groups. The book also develops a two-level model of discourse marker functions comprising a textual and an interactional level.
Author: Rosalind Horowitz Publisher: Routledge ISBN: 1351547143 Category : Education Languages : en Pages : 646
Book Description
This volume examines how oral and written language function in school learning , and how oral texts can be successfully inter-connected to the written texts that are used on a daily basis in schools. Rather than argue for the prominence of one over the other, the goal is to help the reader gain a rich understanding of how both might work together to create a new discourse that ultimately creates new knowledge. Talking Texts: Provides historical background for the study of talk and text Presents examples of children’s and adolescents’ natural conversations as analyzed by linguists Addresses talk as it interfaces with domains of knowledge taught in schools to show how talk is related to and may be influenced by the structure, language, and activities of a specific discipline. Bringing together seminal lines of research to create a cohesive picture of discourse issues germane to classrooms and other learning settings, this volume is an essential resource for researchers, graduate students, classroom teachers, and curriculum specialists across the fields of discourse studies, literacy and English education, composition studies, language development, sociolinguistics, and applied linguistics.
Author: Scott Thornbury Publisher: Cambridge University Press ISBN: 052181426X Category : Foreign Language Study Languages : en Pages : 365
Book Description
This book provides a comprehensive account of conversation in English and its implications for the ELT classroom. After a general overview and definition of conversation it provides the reader with a systematic description of conversational English, from the vocabulary of conversation, to grammar, discourse and genre. This is followed by an informed account of the development of conversation in both first and second language acquisition. It then describes a range of methodological approaches, procedures and techniques for teaching conversation in English. On this basis, an integrated approach to the teaching of conversation is provided, along with practical classroom applications.
Author: Jessica Erin Quinn
Author: Xiangying Jiang
Author: Christopher J. Jenks
Author: Steve Walsh
Author: Katrin Thomson
Author: Simone Müller
Author: Rosalind Horowitz
Author: Sarah Elizabeth Mallonee Gertken
Author: Scott Thornbury
Author: Carmen Argondizzo