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ERIC Number: ED391181
Record Type: Non-Journal
Publication Date: 1995-Jul
Pages: 40
Abstractor: N/A
Reference Count: N/A
Computer-Mediated Classroom Discourse as Linguistic Intervention: A Pragmatic Analysis of Topic, Coherence, and Choreography.
Johnson, J Paul
A study analyzed the choreography of turn-taking and cohesion in classroom computer-mediated communication (CMC) to assess its efficacy as a linguistic intervention. Of the kinds of discussions made possible by CMC, it is the pseudonymous, synchronous conversation that most attracts those who would aspire to the project of changing linguistic behavior in the classroom. Such a discussion (part of a literature course taught by an adjunct lecturer at a mid-Eastern state university) was chosen as it involved an entire class for a sustained period; it offered a balance of male and female participants from a range of ethnic and social backgrounds; it involved the professor as an anonymous participant; and it was one of many such conversations in the course. Results indicated that pseudonymous, synchronous classroom CMC displays evidence of distinct operations for speaker-selection and turn-taking; of distinct operations for nomination, selection, and pursuit of topics; and of cohesion developed through the use of specific linguistic ties. Furthermore, students carry the bulk of the workload in these discursive operations. A question, however, to be raised in any discussion of linguistic intervention concerns not merely the efficacy of the intervention itself, but the social changes it is thought to facilitate. This particular attempt at linguistic intervention, like most others, is occurring within a context of social change, and as such is neither prerequisite to nor sufficient for social change. (Contains 71 references, 15 notes, 2 tables, and 5 figures of data.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A