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Simultaneous consideration of different levels of analysis in educational dyadic conversations:  A discourse analysis scheme Teresa Mauri Marc Clarà
Plan ,[object Object],[object Object],[object Object]
Data: setting ,[object Object],[object Object],[object Object]
Data ,[object Object],[object Object],[object Object]
Analytic scheme 1.Segments of interactivity  (Coll and col.) ,[object Object],[object Object]
Analytic scheme 1.Segments of interactivity T: A work? a work about what? 7 S: the unit (...) the theme of the unit, I already have to choose, because this month I have to do a work and take all the information (...) 6 T: Ok, what else? what do we have to talk about? 5 S: Ok 4 T: No (...) no, we’ll introduce you and that’s all (...) and if you want you can talk (...) I don’t know, perhaps there is a moment where you can tell some anecdote or something 3 S: And do the parents have not inconvenient on a teacher student assist to the meeting? 2 T: Ok, so what we have done is to distribute a little bit each section of what each teacher will say, and each teacher prepares it and that’s all. And what we’ll do on Monday is to share it for the meeting of Tuesday 1
Analytic scheme 2.Speech acts  (Austin, 1982; Coll and col.) ,[object Object],[object Object]
Analytic scheme 2.Speech acts ASK S : yes, “what dos it happen in the lungs with this air?” 7 ASK T : “Why do we need this air”, ok? 6 SAY If they say oxygen it would be great! 5 ASK and then to ask  “and why? what do we do with this air?” 4 SAY and perhaps they will say to obtain energy or to... 3 What the pupils say (SAY) I guess that they can say that to live, otherwise we would die 2 What the student asks to the pupils (ASK) S : ...and possible questions I have, well, the fist one, why do we have to breath and what would it happen if we didn’t breath 1
Analytic scheme 2.Speech acts Theme: what they are talking about Segments of interactivity: When?
Analytic scheme 3.Movement  (Wells,1999; Sinclair & Coulthard, 1975) ,[object Object],[object Object],[object Object],[object Object]
Analytic scheme 3.Movement G R T: Well, then we’ll see, I have to wait to the next session, because perhaps they are very interested in breathing, or in eating... (...) 104 D F/I S: And then, when we are in the human body? because there are a lot of things in the human body 103 G R T: yes, it is to add characteristics to the living beings, the idea is the body and the livings beings, but I thing that these children cannot directly go to the living beings, so these days we have been remembering the animals they know (...) Then the idea is to go to the question (...) in what are we similar? what do we do similarly than animals? are we very similar or not?... in this direction 102 G R S: ...the human body 101 G R T: My idea is... where I go to is... 100 D I S: And what would it be? 99
Analytic scheme 3.Movement ,[object Object],[object Object],[object Object],[object Object],[object Object]
Analytic scheme 3.Movement UD G R Well, then we’ll see, I have to wait to the next session, because perhaps they are very interested in breathing, or in eating... (...) 104 UD D F/I S: And then, when we are in the human body? because there are a lot of things in the human body 103 UD/ UO G R T: yes, it is to add characteristics to the living beings, the idea is the body and the livings beings, but I thing that these children cannot directly go the living beings, so these days we have been remembering the animals they know (...) Then the idea is to go to the question (...) in what are we similar? what do we do similarly than animals? are we very similar or not?... in this direction 102 BS G R S: ...the human body 101 UD G R T: My idea is... where I go to is... 100 UD D I S: And what would it be? 99
Analytic scheme 3.Movement
Type of results ,[object Object],Structure of Control of Give 1 (SCG1)
Type of results ,[object Object],Structure of Control of Give 2 (SCG2)
Type of results ,[object Object],from SCG1 to SCG2 ,[object Object]
Type of results ,[object Object],S: ...or what do we have learnt in this class 2207 T:...what they say, so all this part of listening to each other, of talking, let’s see if they say so also 2206 S: ...in order to see what they... 2205 T: no, but for example, I was thinking that perhaps you can make a question related to how we worked sciences these days...”What do we do in science classes?”, for example 2204
Type of results ,[object Object],S: Why do we have to eat? 579 T: of course, of course 578 S: why do we have to eat? 577 T: to say, why do we eat?, isn’t it?, why do we eat? 576 S: yes, yes, a debate, a debate 575 T: the thing about the energy, it will be by means of a conversation, isn’t it? 574
Type of results ,[object Object],T: no, but what he said... so don’t say cells, he said, Pau said to the whole body, what does it mean this, to the whole body? how, how, what does it happen? 1806 S: but only Pau knew about cells, the others had no idea 1805 T: Yes, but I think that this idea of saying, look, what does it mean? what does it mean that the blood is the responsible of taking the oxygen to the cells? what does it mean? 1804
Conclusions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
New directions ,[object Object],[object Object]
Thank you so much

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Simultaneous consideration of different levels of analysis in educational dyadic conversations

  • 1. Simultaneous consideration of different levels of analysis in educational dyadic conversations: A discourse analysis scheme Teresa Mauri Marc Clarà
  • 2.
  • 3.
  • 4.
  • 5.
  • 6. Analytic scheme 1.Segments of interactivity T: A work? a work about what? 7 S: the unit (...) the theme of the unit, I already have to choose, because this month I have to do a work and take all the information (...) 6 T: Ok, what else? what do we have to talk about? 5 S: Ok 4 T: No (...) no, we’ll introduce you and that’s all (...) and if you want you can talk (...) I don’t know, perhaps there is a moment where you can tell some anecdote or something 3 S: And do the parents have not inconvenient on a teacher student assist to the meeting? 2 T: Ok, so what we have done is to distribute a little bit each section of what each teacher will say, and each teacher prepares it and that’s all. And what we’ll do on Monday is to share it for the meeting of Tuesday 1
  • 7.
  • 8. Analytic scheme 2.Speech acts ASK S : yes, “what dos it happen in the lungs with this air?” 7 ASK T : “Why do we need this air”, ok? 6 SAY If they say oxygen it would be great! 5 ASK and then to ask “and why? what do we do with this air?” 4 SAY and perhaps they will say to obtain energy or to... 3 What the pupils say (SAY) I guess that they can say that to live, otherwise we would die 2 What the student asks to the pupils (ASK) S : ...and possible questions I have, well, the fist one, why do we have to breath and what would it happen if we didn’t breath 1
  • 9. Analytic scheme 2.Speech acts Theme: what they are talking about Segments of interactivity: When?
  • 10.
  • 11. Analytic scheme 3.Movement G R T: Well, then we’ll see, I have to wait to the next session, because perhaps they are very interested in breathing, or in eating... (...) 104 D F/I S: And then, when we are in the human body? because there are a lot of things in the human body 103 G R T: yes, it is to add characteristics to the living beings, the idea is the body and the livings beings, but I thing that these children cannot directly go to the living beings, so these days we have been remembering the animals they know (...) Then the idea is to go to the question (...) in what are we similar? what do we do similarly than animals? are we very similar or not?... in this direction 102 G R S: ...the human body 101 G R T: My idea is... where I go to is... 100 D I S: And what would it be? 99
  • 12.
  • 13. Analytic scheme 3.Movement UD G R Well, then we’ll see, I have to wait to the next session, because perhaps they are very interested in breathing, or in eating... (...) 104 UD D F/I S: And then, when we are in the human body? because there are a lot of things in the human body 103 UD/ UO G R T: yes, it is to add characteristics to the living beings, the idea is the body and the livings beings, but I thing that these children cannot directly go the living beings, so these days we have been remembering the animals they know (...) Then the idea is to go to the question (...) in what are we similar? what do we do similarly than animals? are we very similar or not?... in this direction 102 BS G R S: ...the human body 101 UD G R T: My idea is... where I go to is... 100 UD D I S: And what would it be? 99
  • 15.
  • 16.
  • 17.
  • 18.
  • 19.
  • 20.
  • 21.
  • 22.
  • 23. Thank you so much