Interaction of Teachers’ Explanations with Pupils’ Clarifying Strategies
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| Year of publication | 2012 |
| Type | Appeared in Conference without Proceedings |
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| Description | Educational communication consists of two simultaneous and interdependent processes: (i) in the first process the teacher attempts to effectively convey the meaning to pupils while using adequate verbal and non-verbal messages (Chesebro, McCroskey, 1998), and paralinguistic features. Their explanation focuses both on content and on the process of describing of the content, and it comprises both verbal and visual messages; (ii) in the second process pupils actively enter the process of the construction of meaning and through their interaction with information their ascribe significance to the meanings (McCallum, Hargreaves, Gipps, 2000). To this aim, pupils use clarification strategies (Civikly, 1992; Darling, 1989). This paper is based on micro-analysis of particular speech acts (Keating, 2001) and its research question is as follows: How does the teacher's explanation correspond with pupils' perception of it? The answering of the question allows to identify (i) how meanings that are ascribed to various speech acts by pupils and teachers differ; (ii) what causes these different perceptions; (iii) what the implications are for the processes of teaching and learning. |
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