It's Not Only What You Say, but How You Say It: Investigating the Potential of Prosodic Analysis as a Method to Study Teacher's Talk

Autor/inn/en	Hämäläinen, Raija; De Wever, Bram; Waaramaa, Teija; Laukkanen, Anne-Maria; Lämsä, Joni
Titel	It's Not Only What You Say, but How You Say It: Investigating the Potential of Prosodic Analysis as a Method to Study Teacher's Talk
Quelle	In: Frontline Learning Research, 6 (2018) 3, S.204-227 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2295-3159
Schlagwörter	Classroom Communication; Discussion (Teaching Technique); Discourse Analysis; Intonation; Suprasegmentals; Teacher Student Relationship; Interaction; Science Teachers; Dialogs (Language); Interpersonal Communication; Acoustics; Teacher Behavior; Public Speaking + Suchen Sie Ihr Suchwort? Klassengespräch; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Dialog; Dialogs; Dialogue; Dialogues; Interpersonale Kommunikation; Akustik; Teacher behaviour; Lehrerverhalten; Vortrag
Abstract	In this study, we introduce new insights into prosodic analyses as an emerging method to study what happens in classrooms interactions. We claim that the prosodic aspects (features of speech such as intonation, volume and pace) of talk are important, but under-represented in the learning sciences. These prosodic aspects may be used to complement, intensify or even reverse the linguistic content of speech. Thus far, most research on classrooms has focused on the content (what is said) rather than on understanding the meaning of the prosodic features (how it is said) of talk. In this study, we introduce prosodic analyses as a method to study classroom discussions. Our exploratory experiment focuses on the prosodic perspective of teacher's talk to shed light on classrooms interactions. We present a case in which we align prosodic features with the content of teacher's talk during a nine-week physics course. This article shows that prosodic analyses may have added value for research on learning and professional development. Namely, we illustrate that acting in an authentic classroom setting might trigger specific prosodic aspects in teacher's talk. We further found indications that the teacher applied different voice prosody regarding certain patterns of classroom talk. For the future, we suggest that a combination of content and prosodic analysis is a promising tool for gaining new insights into classroom interactions. (As Provided).
Anmerkungen	European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01