دانلود مقاله ISI انگلیسی شماره 77501
ترجمه فارسی عنوان مقاله

گفتگوی درونی معلم : منابع متقابل برای مدیریت آموزش و استخراج احساس همدلی

عنوان انگلیسی
Teacher self-talk: Interactional resource for managing instruction and eliciting empathy
کد مقاله سال انتشار تعداد صفحات مقاله انگلیسی
77501 2013 18 صفحه PDF
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Journal of Pragmatics, Volume 47, Issue 1, February 2013, Pages 75–92

ترجمه کلمات کلیدی
تعامل کلاس درس؛ گفتگوی درونی؛ یکدلی؛ چارچوب مشارکت؛ تجزیه و تحلیل مکالمات
کلمات کلیدی انگلیسی
Classroom interaction; Self-talk; Empathy; Participation framework; Conversation analysis
پیش نمایش مقاله
پیش نمایش مقاله  گفتگوی درونی معلم : منابع متقابل برای مدیریت آموزش و استخراج احساس همدلی

چکیده انگلیسی

This study reveals the significant role of teacher self-talk in managing classroom interaction during unplanned moments of instruction and in building affective teacher–student relationships. We examined 24 hours of video-recordings collected from nine university level courses: three upper level ESL courses; one undergraduate linguistics course; a split-level undergraduate/graduate course and four graduate courses, all broadly related to the topic of applied linguistics. Drawing on conversation analytic methods, we present a detailed analysis of five examples of teacher self-talk. Findings suggest that the practice of teacher self-talk, accomplished via specific prosodic cues, eye gaze direction, and body positioning, plays a significant role in managing the moments when aspects of the pedagogical task need to be monitored or adjusted. By making the students aware of the teacher's predicament, self-talk helps to maintain the instructional space while trouble is being resolved by keeping students’ focus on the instructional task. Moreover, teacher self-talk acts as an affordance for eliciting self-initiated empathetic responses from students. The findings confirm the importance of examining how unplanned classroom moments are accomplished in talk-in-interaction, and reveal how practices like self-talk, which may appear on the surface be slight or unimportant, in fact make significant contributions to teaching.