Research

How prosody marks shifts in footing in classroom discourse


Reference:

Skidmore, D. and Murakami, K., 2010. How prosody marks shifts in footing in classroom discourse. International Journal of Educational Research, 49 (2-3), pp. 69-77.

Related documents:

[img]
Preview
PDF (Skidmore_IJER_2010.pdf) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (1639kB) | Preview

    Official URL:

    http://dx.doi.org/10.1016/j.ijer.2010.09.001

    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's modelling 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.

    Details

    Item Type Articles
    CreatorsSkidmore, D.and Murakami, K.
    DOI10.1016/j.ijer.2010.09.001
    DepartmentsFaculty of Humanities & Social Sciences > Education
    RefereedYes
    StatusPublished
    ID Code21424

    Export

    Actions (login required)

    View Item

    Document Downloads

    More statistics for this item...