Teacher Revoicing in a Foreign Language Teaching Context: Social and Academic Functions

Autor/in	Inan, Banu
Titel	Teacher Revoicing in a Foreign Language Teaching Context: Social and Academic Functions
Quelle	In: Australian Journal of Teacher Education, 39 (2014) 9, Artikel 4 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; English (Second Language); College English; United States Literature; Teaching Methods; Comprehension; Academic Discourse; Goal Orientation; College Students; Error Correction; Educational Objectives; Alignment (Education); Student Participation; Teacher Role; Classroom Communication; Drama; Qualitative Research; Statistical Analysis; Interrater Reliability; Turkey + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Verstehen; Verständnis; Discourse; Diskurs; Zielorientierung; Zielvorstellung; Collegestudent; Korrektur; Educational objective; Bildungsziel; Erziehungsziel; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle; Klassengespräch; Schauspiel; Qualitative Forschung; Statistische Analyse; Interrater-Reliabilität; Türkei
Abstract	The aim of this study is to investigate the occurrences of teacher revoicing as a discursive move in English Language Teaching (ELT) literature classes, and to identify its social and academic functions. Teacher revoicing refers to the restatement or incorporation of previous student comments into subsequent teacher statements and/or questions to build an extended discourse based on student contribution. The analysis of more than 25 hours of data of recorded classroom conversation in a university level literature class has demonstrated that teacher revoicing is a very common teacher move in the college EFL literature classroom. Eight functions of teacher revoicing have been identified by the researchers. These are (a) increasing comprehension (academic), (b) keeping the discourse moving (academic), (c) keeping the students on target (academic), (d) advancing teacher's agenda (academic), (e) error correction (academic), (f) creating alignments during class discussions (social), (g) giving students authority and authorship (social) and acknowledging student contribution (social). The discussion of the functions of teacher revoicing are also included in the study. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10