Abstract This paper focuses on the role prosodic features play in displaying evaluative stance in desk talks and oral exams in Norwegian secondary schools. We explore the extent to which teachers make available, to students, their treatment of student answers as more, or less, adequate with the acknowledgment token “ja” (yeah/yes). We found that, within extended question-answer sequences, acknowledgments with wider pitch spans treated a student answer as less adequate compared to acknowledgments with narrow pitch span. We show how the prosodic design of third turn acknowledgments is consequential to how both teachers and students proceed pursuing an adequate answer, and to how teachers subsequently attempt to remedy any negative interpretation of their evaluation. The paper demonstrates how prosodic features can direct the further trajectory of question-answer sequences, without, or prior to, making any distinct evaluation explicit. We discuss the relevance and limits of prosodic features to teachers’ assessment practices.

中文翻译：

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教师如何使用韵律引导学生找到合适的答案

摘要 本文重点研究韵律特征在挪威中学课桌谈话和口试中表现评价立场的作用。我们探讨了教师在多大程度上向学生提供他们对学生答案的处理，或多或少，使用确认标记“ja”（是/是）。我们发现，在扩展的问答序列中，与具有窄音调跨度的确认相比，具有更宽音调跨度的确认将学生回答视为不够充分。我们展示了第三回合确认的韵律设计如何影响教师和学生如何继续寻求适当的答案，以及教师随后如何尝试纠正对其评估的任何负面解释。该论文展示了韵律特征如何指导问答序列的进一步轨迹，而无需或在明确进行任何不同的评估之前。我们讨论韵律特征与教师评估实践的相关性和局限性。