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.
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.
| Original language | English |
|---|---|
| Article number | 10.1016/j.ijer.2010.09.001 |
| Journal | International Journal of Educational Research |
| Volume | 49 |
| Issue number | 2-3 |
| Pages (from-to) | 69-77 |
| ISSN | 0883-0355 |
| Publication status | Published - 2010 |
Keywords
- Faculty of Social Sciences
- prosody
- footing
- dialogue
- discourse
- conversation analysis