The Mass Psychology of Classroom Discourse

In a majority of cases observed in classrooms over the last several decades, what has gone by the name “discussion” is not discussion, but rather an interaction better known as recitation. If one sees this phenomenon as a problem, then an aspect of its resolution must be theoretical (as opposed to empirical or pedagogical): What series of conceptual terms might we adopt such that recitation does not pass for discussion? Such a theoretical response would have to address internal and external, or subjective and intersubjective, phenomena to describe what it means to participate in an interaction like discussion or recitation. Next the theory would have to explain the differences between interactions such as discussion and recitation in robust terms. Finally, these robust differences would have to prevent the “mistaking” of discussion for recitation, and vice versa. David Backer sets out to accomplish these three goals in the following essay. The theory he builds relies on a distinction between two psychological-affective states: dehiscence and melancholia. Backer argues that recitation forms a mass through melancholic introjection of a single object, while discussion forms a group that dehiscently introjects no particular object at all. The chief finding of this essay is that viewing discussion and recitation through the mass-psychological lens offers a new way to examine what kind of relations of influence and power form during classroom discourse and, specifically, the political significance of those discourses

Questions Used in Primary Efl Classroom Discourse

This thesis is the study of types and functions of questions based on features of classroom discourse. In this study, the writer observed the types of questions that the English teacher used in General English classroom, and the functions of the questions based on features of classroom discourse. The data were collected through classroom observation and audio-recording of one class of the sixth grade. The theories applied are the teachers' questions by Ellis (2008) and types of questions and features of classroom discourse by Walsh (2011). The qualitative approach was used in this study. The finding revealed that the teacher used two types of questions which were display questions and referential questions in the two meetings. Each meeting took 40 until 50 minutes. In addition, the teacher used three functions of questions based on features of classroom discourse, which are control of procedure, checking understanding, and eliciting a response. The finding also revealed that display questions have the function of checking understanding while referential questions have the functions of control of procedure, checking understanding and eliciting a response. In conclusion, questions can be considered as a tool for the teacher to check the students' understanding and to elicit the students' responses during teaching and learning proces

The Dimensions of Argumentative Texts and Their Assessment

The definition and the assessment of the quality of argumentative texts has become an increasingly crucial issue in education, classroom discourse, and argumentation theory. The different methods developed and used in the literature are all characterized by specific perspectives that fail to capture the complexity of the subject matter, which remains ill-defined and not systematically investigated. This paper addresses this problem by building on the four main dimensions of argument quality resulting from the definition of argument and the literature in classroom discourse: dialogicity, accountability, relevance, and textuality (DART). We use and develop the insights from the literature in education and argumentation by integrating the frameworks that capture both the textual and the argumentative nature of argumentative texts. This theoretical background will be used to propose a method for translating the DART dimensions into specific and clear proxies and evaluation criteria

The Relationship between Mass Media and Classroom Discourse

In this paper, I illustrate the cyclical proliferation of mass-mediated communicative repertoires through small-scale mechanisms of classroom discourse. I draw on examples of current advertising, classroom discourse data from diverse studies, my own study of an elementary ESL group\u27s interaction, and mass mediated representations of classroom discourse on websites and TV shows about school to illustrate the relationship between mass media and classroom discourse. I analyze how mass-mediated metadiscourse creates new participation frameworks in classrooms that propel small-scale changes in classroom discourse and potentially facilitate the integration of new voices. Finally I discuss the implications of this analysis for how future research conceptualizes the roles of multilingual/multicultural students and teachers and the multiple communicative repertoires they command

Physics as a Mechanism for Including ELLs in Classroom Discourse

English Language Learners (ELLs) are frequently left on the periphery of classroom interactions. Due to misalignment of language skills, teachers and peers communicate with these students less often, decreasing the number of opportunities to engage. Exclusion can be avoided with learning activities that invite all students to participate and contribute ideas. We argue that environments and activities that privilege scientific inductive reasoning increase possibilities for emerging bilingual students to engage. This study investigated first-grade students' discussions about factors that affect how objects float. Students came from a variety of language backgrounds; all were considered beginner/intermediate ELLs. Results show that the goal of inducing principles from actual phenomena encouraged students to communicate their ideas and reasoning, boosting students' confidence in expressing themselves. Following the hybrid space argument of Vygotsky's theory of concept formation, we illustrate that physics can be particularly suitable context for the co-development of concepts and English language skills.Comment: 4 Pages; Physics Education Research Conference Proceedings - 2013, Portland O

CLASSROOM DISCOURSE ANALYSIS ON LANGUAGE INTERACTION AT EIGHTH GRADE OF MTS N BENDOSARI IN THE ACADEMIC YEAR 2016/2017

Maulidah Hasanah. 2017. Classroom Discourse Analysis on Language Interaction at Eighth Grade of MTs N Bendosari in the Academic Year 2016/2017. Thesis. English Education Department, Islamic Education and Teacher Training Faculty. Advisor : Umi Pujiyanti, S.S., M.Hum., M.Si. Key Words : Discourse, Classroom Discourse, Language Interaction. This research is about classroom discourse on language interaction at eight grade of MTs N bendosari. The problems of this research are (1) what are the types of language interaction of classroom discourse at eighth grade of MTs N Bendosari, (2) what is the dominant type of language interaction of classroom discourse at eighth grade of MTs N Bendosari. The objective study of this research are finding out the types of classroom discourse and to describe the dominant types of classroom discourse at eight grade of MTs N Bendosari. The researcher uses descriptive qualitative research. The research instruments are the researcher, recorder and observation sheet. The technique of collecting data are by observation, recording and transcribing the class interaction. The data is analyzed by using interactive model that involves four steps; (1) data collection, (2) data reduction, (3) data display, and (4) conclusion and drawing verification. The validation of data is using theoretical triangulation. The researcher finds that type of language interation of classroom discourse at eight grade of MTs N Bendosari are act, move, exchange, and transaction. The kinds of acts found are summon, reply-summon, greeting, repky- greeting, marker, starter, clue, reply, accept, elicitation, evaluate, informative, acknowledge, directive, react, check, conclusion, comment, loop, prompt, metastatement, and nomination. Kinds of Move found are Framing, Focusing, Opening, Answering, and Follow-up move. The kinds of Exchange are Boundary exchange, Informing Exchange, Directing Exchange, Eliciting Exchange, and Pupil elicit Exchange. The transaction found is structured by Preliminary, Medial and Terminal elements. The dominant type of language interaction of classroom discourse at Eighth Grade of MTs N Bendosari in the Academic Year 2016/2017 is Teaching Exchange that consists of Informing Exchange, Directing Exchange, Eliciting Exchange, and Pupil elicit Exchange. In this research, eliciting exchange is most dominant. Eliciting exchange used as dominant type of classroom discourse implies that the interaction done in class involves both teacher and students actively. It means that the teacher can control the students and the class condition. This findings support other researchs regarding classroom discourse analysis that the dominant type in classroom interaction is eliciting exchange that indicates the condition of the class is controlled

TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)

English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern) and no lesson achieved