A Quantitative Discourse Analysis of Student-Initiated Checks of Understanding during Teacher-Fronted Lessons

Autor/in	Shepherd, Michael A.
Titel	A Quantitative Discourse Analysis of Student-Initiated Checks of Understanding during Teacher-Fronted Lessons
Quelle	In: Linguistics and Education: An International Research Journal, 23 (2012) 1, S.145-159 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0898-5898
DOI	10.1016/j.linged.2011.09.003
Schlagwörter	Student Participation; Discourse Analysis; Grade 3; Teaching Methods; Teacher Student Relationship; Elementary School Students; Elementary School Teachers; Student Behavior; Classroom Communication; Teaching Styles + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Diskursanalyse; School year 03; 3. Schuljahr; Schuljahr 03; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Klassengespräch; Lehrstil; Unterrichtsstil
Abstract	Recent research highlights the paradoxical importance of students' being able to check their understanding with teachers and of teachers' constraining student participation. Using quantitative discourse analysis, this paper examines third graders' discursive strategies in initiating such checks and teachers' strategies in constraining them. The results show students regularly raise hands outside teacher-led discussions, presumably to initiate interactions, but teachers seldom acknowledge them and, when they do, often use discursive strategies that constrain student contributions. However, although teachers ignore most unauthorized utterances, they respond favorably to called-out requests and repairs, thus enabling students to check their understanding without teachers' having to call on them outside controlled discussions. Some students seem ill disposed to call out, though, which may impede their ability to check their understanding, thus hindering their learning. Evaluation of various alternatives shows none is sufficient by itself. Offering students multiple ways of checking their understanding is recommended. (Contains 2 figures and 14 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10