Involvement in University Classroom Discourse: Register Variation and Interactivity

Autor/in	Barbieri, Federica
Titel	Involvement in University Classroom Discourse: Register Variation and Interactivity
Quelle	In: Applied Linguistics, 36 (2015) 2, S.151-173 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amt030
Schlagwörter	Classroom Communication; Discourse Analysis; Computational Linguistics; Language Variation; Language Research; Graduate Study; Intellectual Disciplines; Class Size; Student Participation; Correlation; Interaction Process Analysis; Prediction; Graduate Students; Undergraduate Students + Suchen Sie Ihr Suchwort? Klassengespräch; Diskursanalyse; Linguistics; Computerlinguistik; Sprachenvielfalt; Sprachforschung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Geisteswissenschaften; Klassengröße; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Korrelation; Prozessanalyse; Vorhersage; Graduate Study; Student; Students; Studentin
Abstract	Research on the linguistic characteristics of university classroom discourse highlights the salience, in this register, of non-informational and subjective aspects of discourse. This dimension of classroom discourse, however, has not been studied systematically. Taking a corpus-based approach, this study investigates the non-informational dimension of classroom discourse, focusing on the marking of emotions, affect, and the speaker's "involvement" (Chafe 1982) in the talk of university professors, in a large corpus of American university classroom discourse. It tracks the use of involvement markers across class sessions representing three situational factors that define the university setting: academic discipline, level of instruction, and class size. Surprisingly, these factors have relatively little influence on involvement in language, suggesting that involvement is pervasive in American classroom talk. However, involvement tends to be more common in small courses in the Humanities and Social Sciences, at the upper division and graduate level--courses that generally favor student participation, hence interactivity in discourse. Analyses of the relationship between involvement and interactivity reveal that while interactivity tends to predict involvement, involvement is not limited to interactive discourse. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01