Constructing students’ deontic status by use of alternative recognitionals for student reference
Constructing students’ deontic status by use of alternative recognitionals for student reference
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利用供学生参考的替代认知来构建学生的道义地位
DOI：
10.1080/19463014.2017.1407947
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发表时间：
2017
影响因子：
1.4
通讯作者：
Okada Yusuke
中科院分区：
文献类型：
--
作者：
Ishino Mika;Okada Yusuke
由于学生参与对于成功的课堂教学至关重要，因此越来越多的研究正在调查课堂教师如何鼓励学生积极参与。根据先前关于参与管理实践的发现，本研究报告了三名英语教师的学生参与管理实践，即用特定的参考表述（例如“傻瓜”、“化学专家”）称呼学生，我们将其定义为针对“默认学生参考表”（例如“X先生”、“Y小姐”）的“替代识别”。该数据包括日本一所初中、一所高中和一所大学的英语作为外语 (EFL) 课堂的 15 小时视频记录。使用对话分析框架，我们解释了教师在课堂互动中的某些时刻对替代识别的使用。分析表明，学生参考形式的特定词汇选择构建了所指学生在课堂制度互动的特定时刻的特定道义地位。然后，构建的道义地位使教师可以发起或引发与所指学生相关的特定行动（例如分享特殊知识、给予/接受惩罚）。因此，教师使用构建的道义地位作为管理学生参与正在进行的课堂活动的资源。
Since student participation is essential for successful classroom teaching, a growing number of studies are investigating how classroom teachers can encourage active participation by students. In line with the prior findings on participation management practices, this study reports on three English language teachers’ student participation management practice of addressing students with a particular referential formulation (e.g. ‘fool’, ‘expert in chemistry’), which we will define as ‘alternative recognitionals’ against ‘default student reference forms’ (e.g. ‘Mister X’, ‘Miss Y’). The data comprised 15 h of video recordings in English-as-a-foreign-language (EFL) classrooms at a junior high school, a senior high school and a university in Japan. Using a conversation-analytic framework, we explicate the teachers’ use of alternative recognitionals at certain moments in classroom interaction. The analysis revealed that the particular lexical choice of student reference form constructed the referent student’s particular deontic status at a certain moment of classroom institutional interaction. The constructed deontic status then made it relevant for the teacher to initiate or elicit a particular action (e.g. sharing special knowledge, delivering/receiving punishment) in relation to the referent student. Thus, the teachers used constructed deontic status as a resource for the management of student participation in ongoing classroom activity.