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ERIC Number: ED210106
Record Type: RIE
Publication Date: 1981-Mar-30
Pages: 35
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Participant Perspectives of Classroom Discourse. Part V: Attending to the Discourse of Classmates in Play Settings. Final Report.
Morine-Dershimer, Greta; And Others
Part of a year-long sociolinguistic study of teacher and pupil perceptions of classroom discourse, this study presents data on pupil perceptions of discourse in play settings. Subjects were 165 pupils from six second, third, and fourth grade classrooms in a lower socioeconomic, multiethnic elementary school. In each of the six classrooms six children were randomly selected (stratified by sex and peer status) to form six play groups. Each group of children was then videotaped while playing with construction toys. Videotapes were played back in short segments to all of the pupils in the classroom to which the play group belonged. Following each videotaped segment, pupils were individually asked to report on "what they heard anyone saying" in that segment of the videotape. Data obtained was compared to data previously obtained during discourse in classroom settings. Findings indicated that certain language events or functions, such as attention-getting and information-giving, occurred frequently in both play and classroom settings. However, in both settings these events were not necessarily those most salient (i.e., most frequently "heard") to pupils. The data further show that peer status and sex are related to patterns of processing information in both lesson and play settings. Higher peer status subjects in both settings reported more total information (related to both language and the social context in which that language occurred). Girls appeared to be more alert than boys to the source of language in both settings, with girls reporting the comments of other girls significantly more often than those of boys, while boys showed no significant difference in reporting of girls' versus boys' comments. (Author/MP)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: California State Univ., Hayward. Research Foundation.
Identifiers: N/A
Note: For related documents, see PS 012 539-544.