NotesFAQContact Us
Search Tips
PDF pending restoration PDF pending restoration
ERIC Number: ED176262
Record Type: RIE
Publication Date: 1979-Apr
Pages: 24
Abstractor: N/A
Reference Count: 0
A Discourse on Discourse Analysis.
Kluwin, Thomas N.
A review of the research of E.G. Mishler, H. Mehan, and others suggests that a unified theory of the mechanics of how continuous discourse is accounted for in classroom behavior is necessary for further study. Discourse analysis meets the criteria for selection of a theoretical framework because it deals with all the language within the classroom from a universal point of view. Defining the basic unit of classroom language as the independent clause or T-unit, it is possible to generate four basic categories of classroom interaction: the informative clause, the elicitation, the directive, and the boundary marker. Classroom interaction is dividied between teacher and student, with teacher structures to inform, direct, or elicit, and student structures to inform or elicit. Rules can be generated for successive interaction sequences, maintaining the option of the teacher to persist or desist in a line of questioning as crucial, and it is possible to typify macrostructures using this system. (A coded sample of student/teacher dialogue is appended.) (AEA)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 8-12, 1979)