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The indexical nature of classroom discourse: the role of technology integration
Classroom Discourse Pub Date : 2019-03-01 , DOI: 10.1080/19463014.2019.1573691 May Jadallah 1 , Hyun-Sook Kang 2 , Alycia M. Hund 3 , Elizabeth M. Kirby 4
Classroom Discourse Pub Date : 2019-03-01 , DOI: 10.1080/19463014.2019.1573691 May Jadallah 1 , Hyun-Sook Kang 2 , Alycia M. Hund 3 , Elizabeth M. Kirby 4
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ABSTRACT This study explored how fifth-grade teachers and their students use indexical expressions (i.e. verbal expressions to convey the degree of certainty or tentativeness) as being indicative of dialogism in whole-class discussions in four elementary classes. Half of the classes received instruction on geographic information system (GIS)-related topics by way of technology integration and inquiry-based instruction, whereas the other half received typical social-studies lessons involving paper maps, serving as a baseline group. Technology integration was associated with relatively more use of indexical expressions, both boosters (to convey certainty) and hedges (to denote tentativeness), by teachers and their students and higher impact of student language on teacher language in the degree of absoluteness and tentativeness. Moreover, whereas the network of indexical expressions in the technology-integrated classes included a reciprocal impact between teachers and students and among students, the network in the baseline classes was limited to student-student exchanges alone. These findings suggest that technology integration in inquiry lessons tends to encourage the use of tentative and confirmatory language that aligns with the nature of the discipline.
中文翻译:
课堂话语的索引性质:技术整合的作用
摘要本研究探讨了五年级的老师及其学生如何在四个基本班级的全班级讨论中使用索引表达(即口头表达来表达确定性或暂定性)来表示对话性。一半的班级通过技术集成和基于查询的讲授方式接受了有关地理信息系统(GIS)相关主题的讲授,而另一半则接受了涉及纸质地图的典型社会研究课程,作为基础群体。技术整合与教师及其学生相对更多地使用索引表达式(助推器(传达确定性)和对冲(表示暂定性))以及在绝对性和暂定性程度上学生语言对教师语言的影响更大有关。此外,技术集成班级中的索引表达网络包括师生之间以及学生之间的相互影响,而基础班级中的索引网络仅限于学生与学生之间的交流。这些发现表明,探究课中的技术整合倾向于鼓励使用与学科性质相吻合的试探性和确认性语言。
更新日期:2019-03-01
中文翻译:
课堂话语的索引性质:技术整合的作用
摘要本研究探讨了五年级的老师及其学生如何在四个基本班级的全班级讨论中使用索引表达(即口头表达来表达确定性或暂定性)来表示对话性。一半的班级通过技术集成和基于查询的讲授方式接受了有关地理信息系统(GIS)相关主题的讲授,而另一半则接受了涉及纸质地图的典型社会研究课程,作为基础群体。技术整合与教师及其学生相对更多地使用索引表达式(助推器(传达确定性)和对冲(表示暂定性))以及在绝对性和暂定性程度上学生语言对教师语言的影响更大有关。此外,技术集成班级中的索引表达网络包括师生之间以及学生之间的相互影响,而基础班级中的索引网络仅限于学生与学生之间的交流。这些发现表明,探究课中的技术整合倾向于鼓励使用与学科性质相吻合的试探性和确认性语言。