دانلود مقاله ISI انگلیسی شماره 77501
عنوان فارسی مقاله

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

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
77501 2013 18 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
Teacher self-talk: Interactional resource for managing instruction and eliciting empathy
منبع

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

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

کلمات کلیدی
تعامل کلاس درس؛ گفتگوی درونی؛ یکدلی؛ چارچوب مشارکت؛ تجزیه و تحلیل مکالمات
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.

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