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ERIC Number: ED142077
Record Type: RIE
Publication Date: 1972-Nov
Pages: 52
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Analysis of Syntactic and Semantic Elements Found in the Classroom Speech of Teachers.
Feldman, Carol; Wertsch, Jim
This research study delineates some of the factors in classroom communication involved in the process of classroom interaction in the elementary schools and explores the psychological relevance of some matters brought up in ordinary language philosophy and modern linguistics. Samples of classroom speech were collected from twenty grade school teachers, five from each of four grade levels (kindergarten, first, fourth, and fifth). Interviews with an adult interviewer were also collected from the same sample of teachers. The data were analyzed by a coding procedure based on several theoretical criteria, such as Feldman and Hass's theory of underdeterminacy and other categories based on other theoretical areas in linguistics and language philosophy. The total analysis was aimed at examining some of the important parameters of human verbal communication that change with different speaker-hearer matrices. Preliminary analysis of the data indicates significant differences between classroom and adult interview uses of the elements in the categories originally hypothesized. Grade-level differences were not in evidence. This difference in the level of use of specified language elements (i.e., "code switching") is a phenomenon that indicates shifts in relatively subtle aspects of human communication may occur when the speaker is confronted with varying speaker-hearer matrices. The evidence collected thus far does not provide an explanation of the teachers' motivation for code-switching. Although it is generally considered prudent to speak more simply to young students, further investigation is needed to analyze the true abilities of these young listeners. (Author/CFM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC. Office of Research. Policy Studies Div.
Authoring Institution: N/A
Note: For related document, see FL 008 743