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Transforming student contributions into subject-specific expression
System ( IF 4.518 ) Pub Date : 2021-02-23 , DOI: 10.1016/j.system.2021.102485
Christine M. Jacknick , Derya Duran

Drawing on a corpus of pre-service teacher training classroom interactions in an English-medium instruction university in Turkey, we examine teacher follow-up turns that introduce specialized terms, showing how a teacher transforms student’s responses into pedagogically relevant points using academic language. We argue that teacher third turn following student contributions accomplish several interrelated actions, not only introducing new terminology to these teachers-in-training, but also familiarizing them with ways of thinking specific to their discipline, i.e., these turns model “doing being a teacher.” These teacher actions are used to bridge student contributions to more scientific talk, that is, the teacher confirms contributions as subject-relevant by steering the direction of the upcoming talk, while also introducing students to potentially unfamiliar terminology, speaking as a member of an unnamed group of subject-matter experts. Notably, we argue that these content-based follow-ups are realized multimodally, drawing on prosodic, gestural, and proxemic resources, among others, and that these multimodal actions are an important aspect of teacher’s classroom interactional competence, showing how instructors socialize pre-service teachers into thinking and talking like professionals, i.e., like teachers.



中文翻译:

将学生的贡献转化为特定学科的表达

利用土耳其一所英语中等教学大学的职前教师培训课堂互动的语料库,我们研究了引入专门术语的教师后续活动,展示了教师如何使用学术语言将学生的回答转变为与教学相关的观点。我们认为,在学生做出贡献之后,老师第三轮完成了一些相互关联的动作,不仅为这些在职教师引入了新的术语,而且使他们熟悉了自己学科的思维方式,即,这些轮流模型“成为一名老师”。 。” 这些老师的动作用于将学生的贡献与更多的科学对话联系起来,也就是说,老师将贡献确认通过指导即将到来的演讲的方向来与主题相关,同时还以未命名的主题专家小组成员的身份向学生介绍可能不熟悉的术语。值得注意的是,我们认为这些基于内容的跟进是多模式地利用韵律,手势和近距离资源来实现的,而这些多模式行为是教师课堂互动能力的重要方面,说明了教师如何在社交活动之前社交化。服务于教师像专业人员一样思考和交谈,即像教师一样。

更新日期:2021-03-02
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