scholarly journals Extreme forms of evaluation in learning encounters

2012 ◽  
pp. 293
Author(s):  
Laura Cano Mora
Keyword(s):  
Discourse Analysis ◽  
Classroom Interaction ◽  
Exchange System ◽  
Distinctive Features ◽  
Naturally Occurring ◽  
Language Universal

This paper examines the use of hyperbole as a recurrent form of feedback in classroom interaction. It aims to show that hyperbole is a language universal that cannot only be found in learning encounters but also plays an important part in their IRF exchange system. The data examined are naturally-occurring spoken learning encounters extracted from the BNC and analysed within the constraints of placement, sequencing and turntaking of discourse analysis. The results seem to suggest that hyperbole embodies one of the most distinctive features of teaching exchanges: it mainly occurs in the follow-up move and is mainly used to evaluate students’ responses positively. This evaluative teachers’ feedback move is a feature that clearly distinguishes classroom interaction from natural conversation.El presente artículo analiza el uso de la hipérbole como forma habitual de feedback en el aula. El objetivo es demostrar que la hipérbole, característica universal del lenguaje, no sólo se da en el contexto educativo sino que además juega un papel importante en el denominado intercambio IRF. El corpus analizado consta de interacciones reales en el aula extraídas del BNC y analizadas desde la perspectiva del análisis del discurso. Los resultados apuntan a que la hipérbole representa una de las características definitorias del intercambio educativo: con frecuencia se localiza dentro del llamado follow-up move y su función principal es evaluar positivamente las respuestas de los alumnos. Precisamente ésta es una de las características que distingue la interacción en el aula del habla cotidiana.

scholarly journals Discourse Analysis of Teacher and Students in Pre-Intermediate English Class

2021 ◽  
Vol 7 (1) ◽  
pp. 28
Author(s):  
Mohammad Shah Zaki
Keyword(s):  
Discourse Analysis ◽  
University Students ◽  
Language Learning ◽  
Classroom Discourse ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Initial Response ◽  
Class Participation ◽  
English Class

This research will examine the classroom discourse and interactions between a teacher and students in an ESL class. It will analyze how discourse occurs and how it can facilitate language learning. The participants were adult university students or employees. Via live classroom observation and audio recording of classes, the data were collected. The findings suggest that the teacher controlled all students, and led all class activities and the teaching process. The teacher frequently used pronouns ‘you’, ‘we’, ‘I’ while teaching as well as words such as “perfect,” “correct,” and “very good” to motivate students in-class participation. Students mostly used the pronoun ‘I’ to answer the questions. Most of the questions were closed-ended, so students did not have a chance to elaborate or share their ideas. The discourse occurred in an “IRF” -- Initial, Response, and Follow up. Lack of coherence and cohesion were widely visible in classroom interaction and most of the sentences uttered were ungrammatical.

scholarly journals PRAKTEK KEKUASAAN DAN DOMINASI GURU DI DALAM KELAS DITINJAU DARI STRUKTUR WACANA PEDAGOGIK PEMBELAJARAN BAHASA INGGRIS

2015 ◽  
Vol 9 (1) ◽  
pp. 19
Author(s):  
Hamzah Hamzah ◽  
Kurnia Ningsih
Keyword(s):  
Discourse Analysis ◽  
Key Words ◽  
Critical Discourse Analysis ◽  
Conversation Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Critical Discourse ◽  
English Teacher

This study is aimed at exploring the way the English teachers at senior high schools exercise power and domination during the teaching and learning process. Conversation analysis and critical discourse analysis were used to analyze the data. The data were generated from thirty transcripts of classroom interaction comprising of two academic hour session for each transcript. The findings of this study revealed that the English teacher still exercised strong power and domination in the classroom. Most exchanges were initiated by the teacher (93%), and the students involvements were limited to providing responses in accordance with the information initiated by their teacher. The teachers’ domination was also seen in the length of the turns. The teachers normally had extended turn comprising one clause or more, while students’ contributions were normally short consisting of one word, one phrase, and one clause was the longest in each turn. Beside the two indicators, the teachers’ power and domination were seen in controlling the topic, giving instruction, asking close questions and providing correction. Key words: conversation, classroom discourse, power and domination

scholarly journals Mɔfɔ-sentatek ne sohyiɔ-pragmatek mpɛnsɛmpɛnsɛnmu fa radio ne TV so mmɛ bi ho: “akɔmfo bɔne sɛ kuro mmɔ a,..”

2020 ◽  
Vol 9 (2) ◽  
pp. 65-87
Author(s):  
Kwasi Adomako
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Eastern Region ◽  
Radio Stations ◽  
Pragmatic Analysis ◽  
The Media ◽  
Lexical Content ◽  
Greater Accra Region

Nhwehwɛmu da no adi sɛ, ɛnnɛ yi nso, wɔde mmɛ di dwuma pa ara wɔ Akan radio ne TV so dwumadie ahodoɔ no mu, titire ne anɔpa dawubɔ nkrataa mpɛnsɛmpɛnsɛnmu ne kaseɛbɔ. Ɛso akasafoɔ dodoɔ no taa yɛ amanyɔfoɔ ne amanyɔkuo akyitaafoɔ. Dwumadie yi mu nsɛm nso taa fa asetena-amanyɔ ho. Nsɛm no bi ka yɛ den; ɛtumi dane abufuo anaa ɛde ɔtan ba. Ɛno na ama yɛahwɛ sɛdeɛ wɔde mmɛ di dwuma wɔ dwumadie no mu. Yɛhwɛɛ mmɛ pɔtee a wɔtaa fa no mu nsɛm ne botaeɛ nti a wɔfa saa mmɛ no. Yɛahwɛ mmɛ no nhyehyɛeɛ ne ne sohyiɔ-pragmatek dwumadie. Yɛgyee mmɛ no ne ɛho nsɛm kakra firii Peace F.M.; Kookrokoo ne Adom F.M.; Edwaso Nsɛm, UTV ne Adom TV. Yɛhwɛɛ berɛ ne nnipa pɔtee a nsɛm no fa wɔn ho. Anɔpa dawubɔ nkrataa mpɛnsɛmpɛnsɛnmu taa wɔ anɔpa firi nnɔnsia kɔpem nnɔndu. Wei nso boa maa yɛhunuu botaeɛ pɔtee a ɛma akasafoɔ no de saa mmɛ pɔtee no di dwuma. Yɛgyinaa Fairclough (1995 ne 2012) ne Fairclough ne Wodak (1997) adwenemusɛm CDA so na ɛyɛɛ mpɛnsɛmpɛnsɛnmu no. Ɛdaa adi sɛ, mmɛ a amanyɔfoɔ taa de di dwuma no gu mmusuakuo mmeɛnsa; mmɛ dada, nsesamu anaa mframu ne abɛɛfo mmɛ. Nsesamu no nso nhyehyɛeɛ gu; nsɛmfua nsiananmu ne nyifirimu. Yɛhunuu sɛ, sɛdeɛ kaseɛbɔfoɔ nwene wɔn ankasa mmɛ no, amanyɔfoɔ ntaa nnwene mmɛ foforɔ. Sohyiɔ-pragmateks dwumadiemu nso, ɛbɛdaa adi sɛ, wɔmfa mmɛ no nni dwuma sɛ kwatikwan turodoo nko, wɔde bi yɛ sabuakwan (anidaho). The morpho-syntactic and socio-pragmatic analysis of proverbs use on radio and T.V.: “Traditional priests of doom, if you wish for the destruction of a town, …” Agyekum (2000) and Wiafe-Akenten (2015) have observed an extensive use of proverbs in the media since the establishment of Ghana Broadcasting Corporation (GBC) in 1954. This paper therefore examines how these proverbs are used in radio and television programmes, especially in the Morning Shows and News broadcast in Akan. These programmes are socio-political, in which some of the issues discussed are very sensitive, delicate and inflammatory. The paper focuses on investigating how participants of these programmes employ proverbs in handling such difficult issues in their interactions, especially within this highly formal setting. Data for this study was sourced from Peace F.M., Adom F.M, GTV, UTV, (all in the Greater Accra Region of Ghana) Kessben F.M. (in the Ashanti Region of Ghana) and Ɔboɔba F.M. (in the Eastern Region of Ghana). Recordings of 6:00a.m, 12 noon and 6:00p.m. News from the radio stations and Television stations, and those of the Morning Shows from 6am-10am constituted the data for the study. Also, follow-up interviews were conducted after the recordings were transcribed for further analysis. The text and their context were discussed using Fairclough’s (1995 and 2012) and Fairclough & Wodak’s (1997) approach to Critical Discourse Analysis (CDA). The study specifically looked at the structural and lexical content of the proverbs, the motivation behind choice of certain proverbs and socio-pragmatic functions of the selected proverbs. Findings from the study showed that, some presenters and hosts of the programmes utilized proverbs as facesaving, mitigating and softening strategies. It was also concluded that majority of the politicians also employed the proverbs as indirectional strategies, escape routes, and evasive tools. They either removed or added their own words to strategically manipulate the proverbs to carry out and/or suit their intended message.

Trauma-Informed Elementary Schools: Evaluation of School-Based Early Intervention for Young Children

2019 ◽  
Vol 41 (4) ◽  
pp. 239-248 ◽  
Author(s):  
Carrie W Rishel ◽  
Jiyoung K Tabone ◽  
Helen P Hartnett ◽  
Kathy F Szafran
Keyword(s):  
Elementary Schools ◽  
Early Intervention ◽  
Self Regulation ◽  
Classroom Interaction ◽  
Childhood Experiences ◽  
School Year ◽  
School Based ◽  
Trauma Informed ◽  
Multiple Domains

Abstract Trauma-Informed Elementary Schools (TIES) is a program designed to bring trauma-informed services to early elementary classrooms. Built on a foundation of adverse childhood experiences research and the Attachment, Self-Regulation, and Competency framework, TIES provides early intervention to children who exhibit symptoms of chronic stress or trauma in the classroom. Designed as an innovative school-based approach, TIES provides classrooms with a resource liaison to support teachers in recognizing and responding to trauma indicators. This article describes a study that examined the effectiveness of the TIES intervention across multiple domains, measuring the quality of classroom interaction by comparing TIES classrooms with comparison classrooms in 11 schools in a rural Appalachian state. CLASS (Classroom Assessment Scoring System) was used to measure classroom outcomes at the beginning (baseline) and end (follow-up) of the school year. Results indicate that TIES classrooms demonstrated significant improvement from baseline to follow-up in multiple domains, whereas comparison classrooms showed decline. The article concludes with a discussion of the study’s implications.

scholarly journals Openings in follow-up cancer consultations: The ‘How are you?’ question revisited

2019 ◽  
Vol 22 (2) ◽  
pp. 205-220
Author(s):  
Manon van der Laaken ◽  
Anne Bannink
Keyword(s):  
Discourse Analysis ◽  
The Netherlands ◽  
General Condition ◽  
Standard Process ◽  
Oriented Response ◽  
Broad Array ◽  
Return Visits ◽  
Hospital Visits ◽  
The Way

The standard process for starting anamnesis in the follow-up cancer consultation is for the doctor to ask a ‘How are you?’ question. This question gives the patient the opportunity to give a gloss of their general condition and offer the first topic of discussion. Findings in earlier analyses of US and UK data in a broad array of medical contexts show that the question is ambiguous and hence patients may interpret it as social rather than medical. A discourse analysis of a corpus of 28 video-taped consultations shows that the ‘How are you?’ question in the context of Dutch follow-up cancer consultations is consistently interpreted by both doctor and patients as a holistic medical question, making relevant a – frequently complex and nuanced – medically oriented response. We suggest that this difference may have to do with the interactional norms of hospital visits in the Netherlands, and with the specific contextual parameters of return visits, more specifically with follow-up cancer consultations, which affect the way the HAY question is placed, intended and understood.

scholarly journals Misunderstanding as a resource in interaction

Pragmatics ◽  
2017 ◽  
Vol 27 (1) ◽  
pp. 57-86 ◽  
Author(s):  
Jessica S. Robles
Keyword(s):  
Discourse Analysis ◽  
Everyday Life ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Video Recordings ◽  
Activity Assessment ◽  
Naturally Occurring ◽  
A Site ◽  
A Current

The phenomenon of misunderstanding is a recurrent feature of everyday life – sometimes a source of frustration, sometimes a site of blame. But misunderstandings can also be seen as getting interactants out of (as well as into) trouble. For example, misunderstandings may be produced to deal with disaffiliative implications of ‘not being on the same page,’ and as such they may be deployed as a resource for avoiding trouble. This paper examines misunderstanding as a pragmatic accomplishment, focusing on the uses to which it is put in interactions as a practice for dealing with threats to intersubjectivity: the extent to which persons are aligned in terms of a current referent, activity, assessment, etc. A multimodal discourse analysis of audio and video recordings of naturally-occurring talk inspects moments in which misunderstandings are purported or displayed (rather than overtly invoked) as well as how such misunderstandings are oriented to as simply-repairable references, versus inferential matters more misaligned and potentially fraught. Rather than being a straightforward reflection of an experience of trouble with understanding, misunderstanding may also be collaboratively produced to manage practical challenges to intersubjectivity.

P0975 THE ALLGROVE???S SYNDROME: DISTINCTIVE FEATURES OF DIAGNOSIS AND FOLLOW-UP. REPORT OF FIVE CASES

2004 ◽  
Vol 39 (Supplement 1) ◽  
pp. S428
Author(s):  
A. Maherzi ◽  
I. Brini ◽  
S. Halioui ◽  
N. Siala ◽  
S. Ghorbel ◽  
...  
Keyword(s):  
Distinctive Features

From Language Behaviour to Database: Some Comments on Plunkett's Paper

1990 ◽  
Vol 13 (2) ◽  
pp. 201-205
Author(s):  
Roeland van Hout
Keyword(s):  
Discourse Analysis ◽  
Language Acquisition ◽  
Child Language ◽  
First Language ◽  
First Language Acquisition ◽  
Exchange System ◽  
Computational Tools ◽  
Wide Range ◽  
Catalytic Role

It is evident that the Child Language Exchange System—CHILDES—will play a catalytic role in the study of first language acquisition. Plunkett rightly concludes that this system has the potential of bringing together work on first language acquisition from a wide range of theoretical and practical perspectives. The compilation of the CHILDES package, including a workbench with a set of computational tools, is an admirable achievement, which most certainly will have an impact on other branches in the study of language behaviour (e.g. discourse analysis, sociolinguistics).

Exclusive adjoining ranges in individually identified minke whales (Balaenoptera acutorostrata) in Washington state

1983 ◽  
Vol 61 (1) ◽  
pp. 174-181 ◽  
Author(s):  
Eleanor M. Dorsey
Keyword(s):  
Washington State ◽  
Small Scale ◽  
Territorial Defense ◽  
Balaenoptera Acutorostrata ◽  
Marine Waters ◽  
Baleen Whales ◽  
Distinctive Features ◽  
Naturally Occurring ◽  
Minke Whales ◽  
Free Ranging

Free-ranging minke whales in the inland marine waters of Washington, U.S.A., were found to be individually identifiable from photographs of naturally occurring distinctive features. Sixteen individuals were recognized and observed from small boats 66 times over 3.5 months in 1980, and four of these whales were also recognized from photographs taken in 1977 and 1978. Three exclusive adjoining ranges were found in about 600 km2, each one shared by up to at least seven minke whales, with only two instances of crossover between areas in 70 sightings. Feeding was observed in all three areas, and the whales within each area appeared most of the time to be acting independently of one another. No calves were seen, and no overt acts of territorial defense were observed. This is the first known report in baleen whales of nonoverlapping ranges on a very small scale.

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