On Attitude and Language in Students' Talk and Their Impact on Students' Texts

Autor/inn/en	Lindahl, Mats Gunnar; Folkesson, Anne-Mari
Titel	On Attitude and Language in Students' Talk and Their Impact on Students' Texts
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 8, S.2199-2221 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Thinking Skills; Oral Language; Written Language; Correlation; Statistical Analysis; Sociolinguistics; Language Variation; Discourse Analysis; Regression (Statistics); Language Usage; Student Attitudes; Writing (Composition); Teaching Methods; Group Discussion; Classroom Communication; Secondary School Students; Social Sciences; Persuasive Discourse; Foreign Countries; Animals; Biodiversity; Qualitative Research; Observation; Sweden + Suchen Sie Ihr Suchwort? Denkfähigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Korrelation; Statistische Analyse; Soziolinguistik; Sprachenvielfalt; Diskursanalyse; Regression; Regressionsanalyse; Sprachgebrauch; Schülerverhalten; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppendiskussion; Klassengespräch; Sekundarschüler; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Persuasion; Persuasive Kommunikation; Ausland; Animal; Tier; Tiere; Biodiversität; Qualitative Forschung; Beobachtung; Schweden
Abstract	Students' learning is assumed to be promoted through peer-group discussion. Most studies show the presence of qualitative improvements in either oral or written reasoning as a result of such interactions. However, knowledge on the relationship between talk qualities and text qualities is scarce. We adopt an explorative design using statistical analyses of students' talk and texts to estimate the relationships between theoretically-based concepts of attitude and sociolinguistic code. The operationalized concepts can be validated using statistical analyses. Linear regression shows that Elaborated code in students' talk has no impact on students' texts. Furthermore, Restricted code in talk is detrimental to students' use of Elaborated code in texts. This relationship is also found at the group level. Students' expression of open-mindedness in their texts depends on their use of Elaborated code. Teachers must support students in using Elaborated code in their texts and avoiding Restricted code in their talk. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01