How prosody marks shifts in footing in classroom discourse
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How prosody marks shifts in footing in classroom discourse. / Skidmore, David; Murakami, Kyoko.
In: International Journal of Educational Research, Vol. 49, No. 2-3, 10.1016/j.ijer.2010.09.001, 2010, p. 69-77.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - How prosody marks shifts in footing in classroom discourse
AU - Skidmore, David
AU - Murakami, Kyoko
PY - 2010
Y1 - 2010
N2 - Prosody refers to features of speech such as intonation, volume and pace. In this paper, we examine teacher–student dialogue in an English lesson at a secondary school in England, using Conversation Analysis notation to mark features of prosody. We also make connections with Goffman’s theoretical concept of footing. We show that, within an episode of teacher-led plenary discourse, prosody may be used to signal shifts in footing between different kinds of pedagogic activity. We identify: (i) teacher-led IRF (Initiation– Response–Feedback) discussion; (ii) the teacher’smodelling of exploratory talk; (iii) a shiftto instruction-giving. If teachers are able to model the enquiring tone of exploratory talk, they may in turn encourage more thoughtful contributions from students.
AB - Prosody refers to features of speech such as intonation, volume and pace. In this paper, we examine teacher–student dialogue in an English lesson at a secondary school in England, using Conversation Analysis notation to mark features of prosody. We also make connections with Goffman’s theoretical concept of footing. We show that, within an episode of teacher-led plenary discourse, prosody may be used to signal shifts in footing between different kinds of pedagogic activity. We identify: (i) teacher-led IRF (Initiation– Response–Feedback) discussion; (ii) the teacher’smodelling of exploratory talk; (iii) a shiftto instruction-giving. If teachers are able to model the enquiring tone of exploratory talk, they may in turn encourage more thoughtful contributions from students.
KW - Faculty of Social Sciences
KW - prosody
KW - footing
KW - dialogue
KW - discourse
KW - conversation analysis
M3 - Journal article
VL - 49
SP - 69
EP - 77
JO - International Journal of Educational Research
JF - International Journal of Educational Research
SN - 0883-0355
IS - 2-3
M1 - 10.1016/j.ijer.2010.09.001
ER -
ID: 147181326