Triadické interakce ve výukové komunikaci

Roč.20,č.3(2015)
Studia paedagogica

Abstrakt
Tento článek předkládá kvalitativní analýzu triadických interakcí, jež jsou zde definovány jako diskurzivní sekvence s minimálně třemi účastníky (učitel a alespoň dva žáci), na základě pozorování ve výuce v italských primárních školách. Cílem bylo popsat různé typy triadických interakcí a zdůraznit, jakým z působem mohou tyto třístranné výměny informovat o procesech vyučování a učení. Studie vychází z datového korpusu tvořeného dvaceti výukovými epizodami, které byly zaznamenány formou videonahrávek. Výsledkem je analýza různých typů triadických interakčních sekvencí, které ukazují, jak tradiční IRF struktura může být v průběhu vznikajích diskurzivních interakcí obohacena jednotlivými účastníky komunikace.

Klíčová slova:
výuková komunikace; triadická interakce; IRF struktura
Reference

[1] Alexander, R. J. (2001). Culture and pedagogy: International comparisons in primary education. Oxford: Blackwell.

[2] Alexander, R. J. (2006). Towards dialogic teaching: Rethinking classroom talk. New York: Dialogos.

[3] Boylan, M. (2010). Ecologies of participation in school classrooms. Teaching and Teacher Education, 26(1), 61–70. | DOI 10.1016/j.tate.2009.08.005

[4] Burns, C., & Myhill, D. (2004). Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34(1), 35–49. | DOI 10.1080/0305764042000183115

[5] Candela, A. (1998). Students' power in classroom discourse. Linguistics and Education, 10(2), 139–163. | DOI 10.1016/S0898-5898(99)80107-7

[6] Candela, A. (2005). Students' participation as co-authoring of school institutional practices. Culture & Psychology, 11(3), 321–337. | DOI 10.1177/1354067X05055523

[7] Fernández, M., Wegerif, R., Mercer, N., & Rojas-Drummond, S. M. (2001). Re-conceptualizing "scaffolding" and the zone of proximal development in the context of symmetrical collaborative learning. Journal of Classroom Interaction, 36(2), 40–54.

[8] Haneda, M. (2005). Some functions of triadic dialogue in the classroom: Examples from L2 research. Canadian Modern Language Review, 62(2), 313–333. | DOI 10.3138/cmlr.62.2.313

[9] Hardman, F., Smith, F., & Wall, K. (2003). Interactive whole class teaching in the National Literacy Strategy. Cambridge Journal of Education, 33(2), 197–215. | DOI 10.1080/03057640302043

[10] Lefstein, A. (2008). Changing classroom practice through the English National Literacy Strategy: A micro-interactional perspective. American Educational Research Journal, 45(3), 701–737. | DOI 10.3102/0002831208316256

[11] Lin, A. M. Y. (2007). What's the use of "triadic dialogue"? Activity theory, conversation analysis and analysis of pedagogical practices. Pedagogies, 2(2), 77–94. | DOI 10.1080/15544800701343943

[12] Lipponen, L., & Kumpulainen, K. (2011). Acting as accountable authors: Creating interactional spaces for agency work in teacher education. Teaching and Teacher Education, 27(5), 812–819. | DOI 10.1016/j.tate.2011.01.001

[13] Lyle, S. (2008). Dialogic teaching: Discussing theoretical contexts and reviewing evidence from classroom practice. Language and Education: an International Journal, 22(3), 222–240. | DOI 10.1080/09500780802152499

[14] Mameli, C., & Molinari, L. (2013). Interactive micro-processes in classroom discourse: Turning points and emergent meanings. Research Papers in Education, 28(2), 196–211. | DOI 10.1080/02671522.2011.610900

[15] Mameli, C., & Molinari, L. (2014). Seeking educational quality in the unfolding of classroom discourse: A focus on microtransitions. Language & Education, 28(2), 103–119. | DOI 10.1080/09500782.2013.771654

[16] Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press.

[17] Mercer, N. (1995). The guided construction of knowledge: Talk amongst teachers and learners. Clevedon, England: Multilingual Matters.

[18] Mercer, N. (2008). Talk and the development of reasoning and understanding. Human Development, 51(1), 90–100. | DOI 10.1159/000113158

[19] Molinari, L., & Mameli, C. (2013). Process quality of classroom discourse: Pupil participation and learning opportunities. International Journal of Educational Research, 62(1), 249–258. | DOI 10.1016/j.ijer.2013.05.003

[20] Molinari, L., Mameli, C., & Gnisci, A. (2013). A sequential analysis of classroom discourse in Italian primary schools. The many faces of the IRF pattern. British Journal of Educational Psychology, 83(3), 414–430. | DOI 10.1111/j.2044-8279.2012.02071.x

[21] Mortimer, E. F., & Scott, P. H. (2003). Meaning making in secondary science classrooms. Maidenhead: Open University Press.

[22] Myhill, D. (2006). Talk, talk, talk: Teaching and learning in whole class discourse. Research Papers in Education, 21(1), 19–41. | DOI 10.1080/02671520500445425

[23] Nassaji, H., & Wells, G. (2000). What's the use of triadic dialogue? An investigation of teacher student interaction. Applied Linguistics, 21(3), 376–406. | DOI 10.1093/applin/21.3.376

[24] Nystrand, M., Wu, L. L., Gamoran, A., Zeiser, S., & Long, D. A. (2003). Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Discourse Processes, 35(2), 135–198.

[25] O'Connor, C., & Michaels, S. (2007). When dialogue is 'dialogic'. Human Development, 50(1), 275–285. | DOI 10.1159/000106415

[26] Scott, P. H., Mortimer, E. F., & Aguiar, O. G. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90(4), 605–631. | DOI 10.1002/sce.20131

[27] Wegerif, R., & Mercer, N. (1997). A dialogical framework for researching peer talk. In R. Wegerif & P. Scrimshaw (Eds.), Computers and talk in the primary classroom (s. 49–61). Clevedon: Multilingual Matters.

[28] Wells, G. (1996). Using the tool-kit of discourse in the activity of learning and teaching. Mind, Culture and Activity, 3(2), 74–101.

[29] Wells, G. (2007). Semiotic mediation, dialogue and the construction of knowledge. Human Development, 50(5), 244–274. | DOI 10.1159/000106414

[30] Wells, G., & Arauz, R. M. (2006). Dialogue in the classroom. Journal of the Learning Sciences, 15(3), 379–428. | DOI 10.1207/s15327809jls1503_3

[31] Wilen, W. W. (2004). Refuting misconceptions about classroom discussion. Social Studies, 95(1), 33–39. | DOI 10.3200/TSSS.95.1.33-39

Metriky

308

Views

144

PDF views