Difference between revisions of "Hall-Smotrova2013"
PaultenHave (talk | contribs) (Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Joan Kelly Hall;Tetyana Smotrova |Title=Teacher self-talk: Interactional resource for managing instruction and eliciting empathy |Tag(s)...") |
AndreiKorbut (talk | contribs) m |
||
| Line 1: | Line 1: | ||
{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Joan Kelly Hall;Tetyana Smotrova | + | |Author(s)=Joan Kelly Hall; Tetyana Smotrova |
|Title=Teacher self-talk: Interactional resource for managing instruction and eliciting empathy | |Title=Teacher self-talk: Interactional resource for managing instruction and eliciting empathy | ||
| − | |Tag(s)=EMCA; Education; Instructions; | + | |Tag(s)=EMCA; Education; Instructions; |
|Key=Hall-Smotrova2013 | |Key=Hall-Smotrova2013 | ||
|Year=2013 | |Year=2013 | ||
|Journal=Journal of Pragmatics | |Journal=Journal of Pragmatics | ||
|Volume=47 | |Volume=47 | ||
| − | |Pages= | + | |Number=1 |
| + | |Pages=75–92 | ||
| + | |URL=http://www.sciencedirect.com/science/article/pii/S0378216612003062 | ||
| + | |DOI=10.1016/j.pragma.2012.11.017 | ||
| + | |Abstract=This study reveals the significant role of teacher self-talk in managing classroom interaction during unplanned moments of instruction and in building affective teacher–student relationships. We examined 24 hours of video-recordings collected from nine university level courses: three upper level ESL courses; one undergraduate linguistics course; a split-level undergraduate/graduate course and four graduate courses, all broadly related to the topic of applied linguistics. Drawing on conversation analytic methods, we present a detailed analysis of five examples of teacher self-talk. Findings suggest that the practice of teacher self-talk, accomplished via specific prosodic cues, eye gaze direction, and body positioning, plays a significant role in managing the moments when aspects of the pedagogical task need to be monitored or adjusted. By making the students aware of the teacher's predicament, self-talk helps to maintain the instructional space while trouble is being resolved by keeping students’ focus on the instructional task. Moreover, teacher self-talk acts as an affordance for eliciting self-initiated empathetic responses from students. The findings confirm the importance of examining how unplanned classroom moments are accomplished in talk-in-interaction, and reveal how practices like self-talk, which may appear on the surface be slight or unimportant, in fact make significant contributions to teaching. | ||
}} | }} | ||
Latest revision as of 14:41, 2 March 2016
| Hall-Smotrova2013 | |
|---|---|
| BibType | ARTICLE |
| Key | Hall-Smotrova2013 |
| Author(s) | Joan Kelly Hall, Tetyana Smotrova |
| Title | Teacher self-talk: Interactional resource for managing instruction and eliciting empathy |
| Editor(s) | |
| Tag(s) | EMCA, Education, Instructions |
| Publisher | |
| Year | 2013 |
| Language | |
| City | |
| Month | |
| Journal | Journal of Pragmatics |
| Volume | 47 |
| Number | 1 |
| Pages | 75–92 |
| URL | Link |
| DOI | 10.1016/j.pragma.2012.11.017 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This study reveals the significant role of teacher self-talk in managing classroom interaction during unplanned moments of instruction and in building affective teacher–student relationships. We examined 24 hours of video-recordings collected from nine university level courses: three upper level ESL courses; one undergraduate linguistics course; a split-level undergraduate/graduate course and four graduate courses, all broadly related to the topic of applied linguistics. Drawing on conversation analytic methods, we present a detailed analysis of five examples of teacher self-talk. Findings suggest that the practice of teacher self-talk, accomplished via specific prosodic cues, eye gaze direction, and body positioning, plays a significant role in managing the moments when aspects of the pedagogical task need to be monitored or adjusted. By making the students aware of the teacher's predicament, self-talk helps to maintain the instructional space while trouble is being resolved by keeping students’ focus on the instructional task. Moreover, teacher self-talk acts as an affordance for eliciting self-initiated empathetic responses from students. The findings confirm the importance of examining how unplanned classroom moments are accomplished in talk-in-interaction, and reveal how practices like self-talk, which may appear on the surface be slight or unimportant, in fact make significant contributions to teaching.
Notes
