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The Sociolinguistic Aspects of Students’ Questioning

The Sociolinguistic Aspects of Students’ Questioning. English 384/584 July 26, 2010. Introduction the Group Members. Sae Thao Secondary Education Major. Introduction the Group Members. Mike Slowinski Secondary Education Major. Introduction the Group Members. Dorothy Seehausen

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The Sociolinguistic Aspects of Students’ Questioning

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  1. The Sociolinguistic Aspects of Students’ Questioning English 384/584 July 26, 2010

  2. Introduction the Group Members Sae Thao Secondary Education Major

  3. Introduction the Group Members Mike Slowinski Secondary Education Major

  4. Introduction the Group Members Dorothy Seehausen Secondary Education Major

  5. Introduction the Group Members Kathy Records Secondary Education Major

  6. Questions • Why do students ask so many questions?

  7. Presentation Preview • What’s happening in the classroom (Mike) • Explain Linguistically (Dorothy) • Application and Strategies(Kathy)

  8. Student Questions What’s happening in the classroom?

  9. Student Passivity • Students Not Asking Questions • Electronic Vs. Face-to-Face • Thomas Good’s Passivity Model • Procedural Questions Instead of Conceptual

  10. Student Passivity - Classroom Factors • Teacher domination • Peer pressure • Types of activities • Self-confidence • Unsure how to ask good questions

  11. Wardhaugh’s Speech Acts The functional approach of sentence

  12. Who… Ronald Wardhaugh, professor emeritus University of Toronto Talk and Action An Introduction to Sociolinguistics (2006)

  13. What… • According to Wardhaugh… • Conversations not only make statements, they perform actions in the world • Establish friendships • Achieve cooperation • Create a foundation for future interactions

  14. An example… • Constative utterances: “I had a busy day today.” • Connected with events or happenings. • Ethical propositions: “Thou shalt not kill.” • Serve as guidelines to behavior in some world or another.

  15. For our purpose… • The Performative utterance: “I do.” • Not only saying but doing something if certain real-world conditions are met.

  16. Austin’s Five categories… • Performatives • Verdictives • Giving a verdict, estimate, grade, or appraisal • “Guilty as charged.” • “You got an A on your test.” • Exercitives • Exercising of powers, rights, or influences • “I pronounce you husband and wife.” • “Congratulations! You have just graduated from college.”

  17. Commissives • Promising or undertaking, announcing an intention • “I hereby bequeath” • “I intent to teach the best way I know how.” • Behabitives • Apologizing, congratulating, blessing, cursing, or challenging • “I apologize” • “I challenge you to learn.”

  18. Expositives • Refers to how one fits an utterance into an argument or exposition • “I argue, I reply, I assume…” • “I argue in favor of my learning outcomes.”

  19. And so… • A speech act… • In some way changes the conditions that exist in the world. • For example: • “I sentence you to five years in jail.” • “I sentence you to two hours of detention.” • “Hello. How are you?” (friendly) • “You jerk!” (not so friendly)

  20. True/False A speech act is neither true nor false in itself However, these claims may be made about its having been done.

  21. Hymes Hymes' components of a speech event (mnemonic version):Setting- scene situationParticipants- Speaker, Receiver, otherEnds- outcomes and goalsAct sequences- form and contentKey- mannerInstrumentalities- Channel, codeNorms- of behavior and interpretationGenre- style, e.g. lecture, chat

  22. Wardhaugh says… “Once we begin to look at utterances from the point of view of what they do, it is possible to see every utterance as a speech act of one kind or other, that is, as having some functional value which might be quite independent of the actual words used and their grammatical arrangement.”

  23. Laver and Trudgill… “Being a listener to speech is not unlike being a detective. The listener…has to construct, from an assortment of clues, the affective state of the speaker and a profile of his identity.”

  24. Communication Model

  25. “All the world is a stage, and we are the players!” • Wardhaugh

  26. The Critical Thinker “If good thinkers are good questioners then are good questioners good thinkers?” (King, 13) Inspiring Student Inquiry Application

  27. The Critical Thinker What is Critical Thinking? "Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action“ (Scriven)

  28. The Critical Thinker Introduction Skeptical but open-minded Looks at different points of view Values fair-mindedness Respects evidence & reasoning Respects clarity & precision Will change positions when reasoning leads them to

  29. How to Build Your Own Critical Thinker Teaching How to Ask Questions Question Stems (refer to handout) Semantics & Syntax Strategies Reciprocal Peer Questioning Reader’s Questions Conference-Style Learning

  30. Inspiring Student Inquiry Cooperative Learning Higher achievement & greater productivity More caring, supportive & committed relationships Greater psychological health, social competence & self-esteem (Kagan) Examples

  31. Kagan, Spencer. Cooperative Learning. San Clemente: Kagan Publishing, 1994. King, Allison. “Designing the Instructional Process to Enhance Critical Thinking Across the Curriculum.” Teaching of Psychology 22 (1995): 13-17. Scriven, Michael and Richard Paul. “Defining Critical Thinking: A Draft Statement for the National Council for Excellence in Critical Thinking.” (1996) Available <http://www.criticalthinking.org/University/univlibrary/library.nclk > (21 July 2010). Underwood, Marion K. and Rebecca L. Wald. “Conference-Style Learning: A Method for Fostering Critical Thinking with Heart.” Teaching of Psychology 22 (1995): 17-21. < http://www.harding.edu/dlee/bloom.pdf> (21 July 2010).

  32. Work Cite • Wardhaugh, R. (2008) An Introduction to Sociolinguistics, 5th Edition, Blackwell Publishing, MA Ciardiello, Angelo. “Did You Ask a Good Question Today? Alternative Cognitive and Metacognitive Strategies.” Journal of Adolescent and Adult Literacy. 42.3 (Nov. 1998): 210-220. EBSCOhost. Polk Library, UW-Oshkosh, Oshkosh, WI. 23 July 2010. Good, Thomas, Ricky Slavings, Kathleen Hobson Harel, and Hugh Emerson. “Student Passivity: A Study of Question Asking in K-12 Classrooms.” Sociology of Education. 60 (July 1987): 181-199. EBSCOhost. Polk Library, UW-Oshkosh, Oshkosh, WI. 23 July 2010.

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