Journal article 1658 views
Involvement in University Classroom Discourse: Register Variation and Interactivity
Applied Linguistics, Volume: 36, Issue: 2, Pages: 151 - 173
Swansea University Author: Federica Barbieri
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DOI (Published version): 10.1093/applin/amt030
Abstract
Research on the linguistic characteristics of university classroom discourse highlights the salience, in this register, of non-informational, personal, affective aspects of discourse. However, this dimension of classroom discourse has not been studied systematically. This study investigates the non-...
Published in: | Applied Linguistics |
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ISSN: | 0142-6001 |
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2015
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URI: | https://cronfa.swan.ac.uk/Record/cronfa16439 |
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2021-01-31T14:49:41.2188256 v2 16439 2013-11-30 Involvement in University Classroom Discourse: Register Variation and Interactivity 936ac8d064e9a078ce83c9743d007eac 0000-0001-9088-7730 Federica Barbieri Federica Barbieri true false 2013-11-30 APLI Research on the linguistic characteristics of university classroom discourse highlights the salience, in this register, of non-informational, personal, affective aspects of discourse. However, this dimension of classroom discourse has not been studied systematically. This study investigates the non-informational dimension of classroom discourse, focusing on the marking of emotions, affect, and the speaker’s ‘involvement’ (Chafe 1982) in the talk of university professors, in a large corpus of American university classroom discourse. The study tracks the use of involvement markers across class sessions representing three important situational factors that shape the university setting, namely academic discipline, level of instruction, and course size. Surprisingly, analyses reveal that these situational factors have little influence on variation in the marking of involvement in classroom discourse; in other words, involvement is everywhere. However, there are trends showing that involvement in classroom discourse tends to be more common in small courses in the Humanities and/or Social Sciences, and at the upper-division and/or graduate level – courses generally characterized by more student participation and interactivity. The relationship of involvement with interactivity is thus investigated. Analyses reveal that while interactivity tends to predict involvement, involvement is not limited to interactive discourse. Journal Article Applied Linguistics 36 2 151 173 0142-6001 classroom discourse, register variation, interactivity, situational variation, corpus linguistics, American English 31 12 2015 2015-12-31 10.1093/applin/amt030 http://applij.oxfordjournals.org/content/36/2/151.full.pdf+html COLLEGE NANME Applied Linguistics COLLEGE CODE APLI Swansea University 2021-01-31T14:49:41.2188256 2013-11-30T11:30:08.4800234 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics Federica, Barbieri 1 Federica Barbieri 0000-0001-9088-7730 2 |
title |
Involvement in University Classroom Discourse: Register Variation and Interactivity |
spellingShingle |
Involvement in University Classroom Discourse: Register Variation and Interactivity Federica Barbieri |
title_short |
Involvement in University Classroom Discourse: Register Variation and Interactivity |
title_full |
Involvement in University Classroom Discourse: Register Variation and Interactivity |
title_fullStr |
Involvement in University Classroom Discourse: Register Variation and Interactivity |
title_full_unstemmed |
Involvement in University Classroom Discourse: Register Variation and Interactivity |
title_sort |
Involvement in University Classroom Discourse: Register Variation and Interactivity |
author_id_str_mv |
936ac8d064e9a078ce83c9743d007eac |
author_id_fullname_str_mv |
936ac8d064e9a078ce83c9743d007eac_***_Federica Barbieri |
author |
Federica Barbieri |
author2 |
Federica, Barbieri Federica Barbieri |
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Journal article |
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Applied Linguistics |
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36 |
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2 |
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151 |
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2015 |
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Swansea University |
issn |
0142-6001 |
doi_str_mv |
10.1093/applin/amt030 |
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Faculty of Humanities and Social Sciences |
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facultyofhumanitiesandsocialsciences |
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Faculty of Humanities and Social Sciences |
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Faculty of Humanities and Social Sciences |
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School of Culture and Communication - English Language, Tesol, Applied Linguistics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - English Language, Tesol, Applied Linguistics |
url |
http://applij.oxfordjournals.org/content/36/2/151.full.pdf+html |
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description |
Research on the linguistic characteristics of university classroom discourse highlights the salience, in this register, of non-informational, personal, affective aspects of discourse. However, this dimension of classroom discourse has not been studied systematically. This study investigates the non-informational dimension of classroom discourse, focusing on the marking of emotions, affect, and the speaker’s ‘involvement’ (Chafe 1982) in the talk of university professors, in a large corpus of American university classroom discourse. The study tracks the use of involvement markers across class sessions representing three important situational factors that shape the university setting, namely academic discipline, level of instruction, and course size. Surprisingly, analyses reveal that these situational factors have little influence on variation in the marking of involvement in classroom discourse; in other words, involvement is everywhere. However, there are trends showing that involvement in classroom discourse tends to be more common in small courses in the Humanities and/or Social Sciences, and at the upper-division and/or graduate level – courses generally characterized by more student participation and interactivity. The relationship of involvement with interactivity is thus investigated. Analyses reveal that while interactivity tends to predict involvement, involvement is not limited to interactive discourse. |
published_date |
2015-12-31T03:18:46Z |
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1763750472857944064 |
score |
11.017731 |