How prosody marks shifts in footing in classroom discourse

David Skidmore and Murakami, Kyoko 2010. How prosody marks shifts in footing in classroom discourse. International Journal of Educational Research. 49 (2-3), pp. 69-77. https://doi.org/10.1016/j.ijer.2010.09.001

TitleHow prosody marks shifts in footing in classroom discourse
AuthorsDavid Skidmore and Murakami, Kyoko
Abstract

Prosody refers to features of speech such as intonation, volume and pace. In this paper, we examine teacher–student dialogue in an English lesson at a secondary school in England, using Conversation Analysis notation to mark features of prosody. We also make connections with Goffman’s theoretical concept of footing. We show that, within an episode of teacher-led plenary discourse, prosody may be used to signal shifts in footing between different kinds of pedagogic activity. We identify: (i) teacher-led IRF (Initiation– Response–Feedback) discussion; (ii) the teacher’smodelling of exploratory talk; (iii) a shift<br/>to instruction-giving. If teachers are able to model the enquiring tone of exploratory talk, they may in turn encourage more thoughtful contributions from students.

JournalInternational Journal of Educational Research
Journal citation49 (2-3), pp. 69-77
ISSN0883-0355
Year2010
PublisherElsevier
Digital Object Identifier (DOI)https://doi.org/10.1016/j.ijer.2010.09.001
Publication dates
Published2010

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