Jezik in slovstvo

Kodni sistem
Slovenska knjizevnost
Avtorji
Urednistvo <-> bralci

Jezik in slovstvo
Povzetki

Natasa Pirih Svetina

Analiza solske ure pouka knjizevnosti po modelu analize govorjenega diskurza
Application of the Spoken Discourse Analysis Model to a Literature Class

Slovenski sinopsis
English synopsis
English summary

Slovenski sinopsis

V clanku po modelu analize govorjenega diskurza razclenjujemo govor pri ucni uri pouka slovenske knjizevnosti. Zanima nas, kaj taka clenitev pove o kakovosti tega pouka in o kakovosti ter delezih govora posameznih udelezencev diskurza. Zanima nas, kako bi se na podlagi tega védenja govorjeno interakcijo pri pouku knjizevnosti dalo spremeniti, po potrebi tudi izboljsati.

English synopsis

The model of discourse analysis is applied to the discourse observed during an eighth grade literature class. The study aims at exploring what this type of analysis can tell about the quality of classroom work and the quality and ratios of speech of individual participants in the communication. A long-term objective of this research is to explore how these findings could be implemented in changing and possibly improving spoken interaction during literature classes.

English summary

The article presents results of the analysis of an eighth grade literature class using the model of spoken discourse analysis. The text discussed during the class was Simon Gregorcic's poem Zivljenje ni praznik. The elements observed and recorded, and subsequently analysed and interpreted, were the following: the form of spoken interaction (discussion), the number and structure of exchanges, individual participants' turns, individual acts in the interaction and types of communicative acts. The student-teacher ratio of participation was determined by counting the number of utterances and words. Types of questions and ways of expressing demands were also studied. In total, 80 exchanges were recorded. The proportion of simple tripartite exchanges I-R-A (initiating --- responding --- accepting), expected in classroom communication, was relatively low (24 out of 80). The completing pattern was commoner. A total of 217 turns were observed, 100 taken by the teacher and 117 by the students. The students' turns mostly consisted of a single communicative act, while the teacher's turns were prevailingly made up of two steps, viz. accepting in the first part and initiating in the second. Students' speech was prevailingly responsive (107 acts in 117 turns). 27 different communicative acts were identified. On the level of utterances, the results confirmed the 'two-thirds rule', according to which two thirds of all the utterances during a class are produced by the teacher, and one third by all students together. The most frequent type of utterances was narrow information questions, which call for short, frequently one-word answers and at the same time lead directly towards the purported aim of a class. According to their prevailing function, the utterances were classified as either ideational or relational. Appellative features in the discourse were also analysed. Demands were expressed both directly and indirectly. Among indirect demands, the most frequent type was questions, followed by wishes expressed with a conditional (Rada bi slisala ..., I would like to hear ..., warnings expressed with a performative and an explanation in the Present Tense (Najprej vas opozarjam, da dvigate roke ..., First I warn you that you (should) raise your hands ...), a conditional and a Future Tense form (Zdaj bi vam pa dala minutko za razmislek, pa boste potem kaj povedali. Now I would give you a minute to think about it and then you will tell me something.), or the mood particle naj (Naj dvigne roko tisti, ki ve. Let the person who knows the answer raise their hand.)