Search

The way teachers support students' Knowledge Building discourse may influence their subsequent discourse moves and emotions. However, in previous research on Knowledge Building, teacher scaffolding was rarely scrutinized, especially in offline Knowledge Building discourse; neither was how the support is associated with students' discourse moves or emotions. This study addressed these issues by examining how two teachers scaffolded the offline Knowledge Building discourse of a class of students from grade 2 to grade 3 and the associations between teacher scaffolding and students' discourse moves and emotions. Through discourse analysis, we identified a few patterns of teaching scaffolding for Knowledge Building, including giving instructions, asking for elaboration, revoicing, asking for explanations, inviting different ideas, and inviting new directions. Using correlation analyses, we found positive correlations between teacher asking for explanations and students providing partial or elaborated explanations. Teacher inviting new directions was positively correlated with students' questions. There was a negative correlation between teacher asking for elaboration and student curiosity. This study has implications for how teacher support can be designed to foster desired student discourse moves and emotions. [ABSTRACT FROM AUTHOR]

Professional learning based on collegial conversations is an issue worldwide. However, there is a need for deeper knowledge about what happens in such conversations. Based on practice theories and theories of knowledge building environments, this article explores collegial conversations among teachers and school leaders. The findings show three conversation practices that can be of importance in professional learning, although not always in terms of knowledge building discourse moves: knowledge building practices, disrupted knowledge building practices and non-knowledge building practices. The latter two include significant relational aspects. The conclusion is that we need to widen the understanding of knowledge building to achieve professional learning.

Peer review plays a vital and major role to determine the fate of manuscripts submitted to international academic journals. The present study analyzed the discourse structure and the language use of a corpus containing 43 peer review reports from journals from three disciplines (i.e., Applied Linguistics, Accounting, and Sociology). This study analyzed the most frequent discourse moves, negative, and positive expressions used in minor revisions, major revisions, and rejected manuscripts. The findings of this study showed that all discourse moves appeared in all peer review reports but two moves “Summarizing Judgment” and “Conclusion and Recommendation” were the most frequent discourse moves in all peer-review categories. The findings also revealed that the words “well”, “good”, and “original” were the most frequently-used positive words, while the words “unclear”, “inconsistent”, and “poor” were the most frequently-used negative words in the analyzed peer-review reports. The study recommends some points to be considered in future research on this topic.

Learning to facilitate whole-class mathematical discussions is a complex task. Teachers must become adept at using discourse moves to elicit and extend student thinking and move discussions towards a mathematical point. Practice-based mathematics methods courses give pre-service teachers opportunities to rehearse these moves in a controlled setting. Providing opportunities for practice, often called rehearsals or approximations of practice, have been shown to be effective at developing pre-service teachers' abilities to use discourse moves, but we still do not have a clear understanding of the types of discourse moves pre-service teachers use during discussions or how these moves change over the course of a discussion. In this article, we analyze. whole-class discussions facilitated by pre-service teachers to determine the types of discourse moves used as the discussion progresses. Based on this data and relevant literature, we propose a framework for the structure of whole-class mathematical discussions.

Digital technology has immensely transformed communication, and social media facilitates online feedback mechanisms, empowering consumers' voices via online reviews. This has led to the pervasively growing influence of electronic word of mouth (eWOM) on customers' purchase intentions, as negative online reviews can be detrimental to business performance. Therefore, digital business engagement on online platforms is essential to ensure customer satisfaction and manage online reputation. Building on Spencer-Oatey's (2008) Rapport Management Model (RMM), this qualitative study explores the rapport management strategies used by eighteen Malaysian five-, four- and threestar hotels to respond to negative online reviews, from the perspective of the RMM discourse domain. The hotel responses were collected from TripAdvisor, using purposeful sampling and analysed with Computer-Mediated Discourse Analysis. The findings show that the five- and four-star hotels employed higher frequencies of moves in their responses to complaints in negative reviews. Some four- and three-star hotels took a more confrontational approach by using the sub-move 'denying problems'. In terms of RMM rapport orientation, this sub-move can be rapport-challenging in customer relationships. This study highlights that managing negative reviews more efficiently for service recovery on online platforms is essential to maintain customer relationships and establish a positive online corporate reputation. More generally, the findings provide insights on cultural rapport management strategies used in one Southeast Asian country--Malaysia. [ABSTRACT FROM AUTHOR]

Learning to facilitate whole-class mathematical discussions is a complex task. Teachers must become adept at using discourse moves to elicit and extend student thinking and move discussions towards a mathematical point. Practice-based mathematics methods courses give pre-service teachers opportunities to rehearse these moves in a controlled setting. Providing opportunities for practice, often called rehearsals or approximations of practice, have been shown to be effective at developing pre-service teachers' abilities to use discourse moves, but we still do not have a clear understanding of the types of discourse moves pre-service teachers use during discussions or how these moves change over the course of a discussion. In this article, we analyze. whole-class discussions facilitated by pre-service teachers to determine the types of discourse moves used as the discussion progresses. Based on this data and relevant literature, we propose a framework for the structure of whole-class mathematical discussions. [ABSTRACT FROM AUTHOR]

• Co-occurrence characteristics of discourse move and socio-emotional interaction in different groups were compared using epistemic network analysis. • Low-performing groups resisted open exchanges of ideas, while high-performing groups promoted co-construction. • Low groups had more negative interactions when using critical moves, leading to ineffective communication. • High groups sustained a favorable climate through positive interactions, facilitating productive dialogue. • Teaching students to critique and refute others through positive socio-emotional interactions may help. Collaborative argumentation is an essential skill for the 21st century. Previous research showed that both discourse moves and socio-emotional interactions played key roles in collaborative argumentation. However, few studies have investigated how their co-occurrence impacted argumentation quality. To address this gap, we recruited 55 college students to participate in a 90 min collaborative argumentation activity and selected eight target groups for further analysis. The co-occurrence characteristics of discourse moves and socio-emotional interactions that supported or hindered productive collaborative argumentation were identified by comparing the differences between four high- and four low-performing groups. Several differences between the groups were demonstrated through statistical analyses and epistemic network analysis (ENA). First, the low-performing groups spent more time persuading opponents to change sides (e.g., CounterC, Rebuttal , and CounterUC moves) and resisting open exchanges of ideas (e.g., Reject moves), whereas the high-performing groups actively promoted co-construction of ideas (e.g., Advance, Accommodate , and Concede moves). Second, the low-performing groups often struggled to resolve significant disagreements and reached impasses, whereas the high-performing groups consistently overcame divergences and achieved consensus. Third, ENA demonstrated that when applying critical moves (e.g., CounterC, Rebuttal), the low-performing groups tended to generate negative socio-emotional interactions (e.g., interrupting others, pressuring others, undermining group cohesion), which led to interpersonal conflicts and meaningless communication. In contrast, the high-performing groups released tension and sustained a favorable atmosphere through positive interactions (e.g., using humor/laughter/smiles, encouraging participation/motivation, promoting group cohesion), which facilitated productive dialogue. These findings have pedagogical implications for fostering more effective argumentation instruction. [ABSTRACT FROM AUTHOR]

Sociocultural theory argues that an individual’s mental, social, and material activity is mediated by cultural tools. One such tool is the language or discourse teachers use during whole class interaction in the second language classroom. The purpose of this study was to examine how a Colombian se-cond language teacher mediated her ninth-grade students’ participation during classroom interaction. We videotaped and transcribed five lessons and interviewed the teacher after each lesson. Findings revealed that the teacher mainly used questions, elaborations, recasts, and continuatives in patterned combinations to help learners co-construct relevant content and sustained participation. Such mediation provided learners with frequent affordances to engage in meaning-making, a necessary condition for developing a new language.

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper reports the findings of a study designed to investigate the types of supportive discourse moves employed by Persian speakers in their Requestive Speech Acts. 372 respondents took a Discourse Completion Test (DCT) with six scenarios ranging from formal to informal degrees of Perceived Situational Seriousness, and returned 2232 Requestive Speech Acts (RSAs). The acts were then analyzed according to models proposed by F~rch and Kasper's (1989), Blum-Kulka, et al. (1989), and Scollon and Scollon (2001). Results, after analysis of the data, indicated that Persian speakers use external and internal discourse moves to negotiate face in RSAs. It was concluded that Perceived Situational Seriousness was the determining factor in the choice of the type and number of discourse moves in a given RSA. [ABSTRACT FROM AUTHOR]

The present study, which is focused on pupils' dialogic argumentation put forward during the didactic elaboration of their conceptual obstacles, deals with the relation between two basic elements of the quality of the dialogic argumentation developed by the pupils in class and particularly with the discourse moves of pupils' comments made during their group discussions and the grounds included in these comments. To fulfill this aim, a teaching sequence on the didactic elaboration of the obstacles regarding temperature and heat was designed and implemented in primary school pupils (aged 11- 12). Pupils' discussions were tape-recorded during the teaching sequence. Then, pupils' oral discourse was analysed and their individual comments were classified into categories, as regards their discourse moves, and levels, as regards the grounds included. At the next stage, the relation between the categories of the discourse moves of pupils' comments and the levels of the grounds included in their comments was investigated. Data analysis allowed for mapping the way the categories of the discourse moves are distributed among grounds levels. Moreover, the analysis revealed that the use of grounds levels by the pupils, when the latter want to support their claims, depends on the category of the discourse moves that include their comments. More specifically, it emerged that when the pupils contradict their peers' views, in contrast to when they support their peers' views, clearly tend to express comments including grounds of higher quality. The results of the present study affect the research on designing and developing teaching material suitable for the promotion of pupils' dialogic argumentation. [ABSTRACT FROM AUTHOR]