How prosody marks shifts in footing in classroom discourse

David Skidmore; Kyoko Murakami

How prosody marks shifts in footing in classroom discourse

13 Citationer (Scopus)

Abstract

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 shift
to instruction-giving. If teachers are able to model the enquiring tone of exploratory talk, they may in turn encourage more thoughtful contributions from students.

Originalsprog	Engelsk
Artikelnummer	10.1016/j.ijer.2010.09.001
Tidsskrift	International Journal of Educational Research
Vol/bind	49
Udgave nummer	2-3
Sider (fra-til)	69-77
ISSN	0883-0355
Status	Udgivet - 2010

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title = "How prosody marks shifts in footing in classroom discourse",

abstract = "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{\textquoteright}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{\textquoteright}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.",

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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

SN - 0883-0355

VL - 49

SP - 69

EP - 77

JO - International Journal of Educational Research

JF - International Journal of Educational Research

IS - 2-3

M1 - 10.1016/j.ijer.2010.09.001

ER -

How prosody marks shifts in footing in classroom discourse

Abstract

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