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Explanations and solutions offered by prior research are mainly based on functional categories of actions, characterizing forms and functions of teacher questions and follow-up moves in IRE sequences. Using Conversation Analysis to investigate collections of positive evaluations in video-recorded lessons in two primary school classes, we propose an interactional explanation of the 15 phenomenon and of its predominant use.
We demonstrate that, in this way, teachers convey judgements about the question within the activity; thus, adding a constitutive property to the 20 pedagogic practice and providing students with interpretive resources for a common understanding of pedagogic goals and procedures. Keywords: classroom interaction; Conversation Analysis; primary teaching; teacher— student interaction; teacher talk; teacher evaluation 1.
Email: pimargy yahoo. Margutti and P. However, despite recent measures in education policies encouraging teachers to adopt more innovative and dialogic discourse styles, it appears that the IRE format and third- 50 turn evaluations are still predominantly used in pedagogic activities, especially when teachers are addressing and engaging the whole class Nassaji and Wells ; Mercer et al. Moreover, the selection from among this range of practices is not random; the evaluative technique or practice is closely connected to the specific type of pedagogic sequence of which it is a constitutive part or element.
Without in any way underestimating the extensive relevant Lemke ; Nystrand and Gamoran ; Mercer ; Nassaji and Wells ; Nystrand et al. Although previous studies have provided generalized descriptions of the ped- agogic functions of teacher evaluation, there is not yet a comprehensive account of how positive evaluations are constructed, and indeed what makes them positive and recogniz- ably positive i.
In line with some recent conversation on analytic work on teacher-led classroom discussions Lee , ; Hellermann , , our aim is to take this a stage further, giving close attention to the local contingencies of interaction Q12 in instruction sequences. Using Conversation Analysis as our methodological perspec- tive, first we identify and explore the practices most frequently used by teachers to eval- uate student answers positively.
We then consider further the differential distribution of these positive evaluation formats as they occur in the larger instruction sequences, observing some systematic relationships.
The analysis here shows that positive evalua- tion is a constitutive property of instruction activities, providing pupils with interpretive resources of the ongoing activity and, thus, enabling them to participate effectively in the interaction. They normally face the children, who are seated in parallel rows, and address the whole class or single students publicly.
The corpus consists of approximately 80 hours and about 50 class peri- ods in two third-year classes ages 7—8. Two cameras were used in each classroom where the two classes took most of the lessons, one camera filming the teacher and the other the students. Participants included 50 pupils and their four teachers. Subject consent was obtained from all participants according to the Italian law n.
The recordings were transcribed according to the conventions widely adopted in Conversation Analysis a glossary of these conventions is provided in the appendix , and translated into English.
In this study, we focus on excerpts during the early stages first 30 minutes of 10 lessons, in which extended teacher-led discussion takes place — often going over key aspects of previous lessons or reminding students of what has previ- ously been covered. We identified instances of questions asked by teachers in this phase of the class, the answers to which were positively evaluated by teachers. Positive evaluation practices In a sample of teacher evaluations produced by four teachers in seven classes, These percentages held across teachers and topics, suggesting that positive evaluations play a uniformly central role in formal primary instruction.
We go on to demonstrate that teachers select from among these formats according to the larger design and pedagogic aims of the activity. In the fragment, the teacher is eliciting a specific term that designates a type of line in geometry.
T: bravo. A student is invited to name an element, either artificial or natural, from one of those pictures. The teacher is eliciting from stu- dents the characterization of a line she has drawn.
Students answer in a round, remembering what they discovered the day before by observing a clod. Hellermann noted a similar prosodic pattern in a sample of instances of teacher lexical repeats of student answers of which, were repetitions in IRE sequen- ces during 25 hours of discourse in a grade 12 physics class and in a grade 11 American history class.
Hellermann , 88—92 found that repetitions that are oriented to as posi- tive assessments display a specific affiliative prosodic pattern. Third, their intonation contour is always more dynamic than that of the answer they evaluate, with up—down pitch contour, as in ex.
However, the repeats in our data do not have a distinct falling intona- tion; rather, we find a slightly rising intonation, as in ex. As we will show, these cases belong to a specific type of instruction sequence in which subsequent questions elicit responses in a list of same-set items see also ex. Lyons Police Chief Thomas Herion said survey work was expected to begin Friday afternoon in the backyard.
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