Question-Formatted Reproaches in Classroom Management

Autor/in	Klattenberg, Revert
Titel	Question-Formatted Reproaches in Classroom Management
Quelle	In: Classroom Discourse, 12 (2021) 3, S.214-232 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Klattenberg, Revert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2020.1713834
Schlagwörter	Questioning Techniques; Classroom Techniques; Teaching Methods; Teacher Student Relationship; Student Behavior; Foreign Countries; English (Second Language); Second Language Learning; Secondary School Teachers; Discourse Analysis; Germany + Suchen Sie Ihr Suchwort? Befragungstechnik; Fragetechnik; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Student behaviour; Schülerverhalten; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Diskursanalyse; Deutschland
Abstract	This paper provides a micro-analytical investigation into the action formation and ascription of interrogatives as reproaches and the interactional exigencies and functions that motivate this reproach design choice for classroom management. It is shown how the participants draw on an interplay of turn-design, epistemic territories and features of sequence organisation to produce these question-formatted reproaches. These can then be used to directly address forms of pupils' conduct as unacceptable, encourage the adherence to behavioural norms, establish the condition for upcoming reproaches and highlight pupils' failure to adhere to behavioural expectations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01