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ERIC Number: EJ1177969
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1029-8457
Semiotic Mediation through Coherent Discourse in Science Classrooms
Naidoo, Devika; Green, Whitfield
African Journal of Research in Mathematics, Science and Technology Education, v15 n1 p34-50 2011
The aim of this study was to analyse science teachers' language in the classroom within the context of explanation sequences, in order to determine the coherence of the explanations, and the opportunities presented for learners' exposure to the register of science. The study is framed by the concepts of semiotic mediation, register and coherent discourse drawn from Systemic Functional Linguistics (SFL). Data were collected through observation and video recording of teachers teaching physical science topics. The unit of analysis were teachers' utterances--their words, sentences and explanation sequences, as they taught a specific science topic and a particular causal relationship. The analysis identified significant differences in the use of coherence devices in the explanation sequences that enhanced or limited transmission of the register of science. Specific cohesive devices that contribute to coherent and incoherent discourse have been distinguished. On the whole, the lesson that was characterised by stronger cohesive devices provided greater opportunities for semiotic mediation necessary for understanding and learning the register of science.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A