A verbális tanári instrukciók az osztálytermi diskurzusban II.

Abstract

There are many studies about the efficiency of teacher communication in a classroom context. Teacher-student interaction in the classroom is one of major elements of pedagogical practice at school. The study (published in three subsequent volumes of this journal) provides an analysis of teachers’ verbal instructions in a discourse analytical and functional linguistic framework, based on classroom research data. In particular, it focuses on the characteristics of teacher utterances giving instructions for tasks and teacher utterances with directive functions. The second part of the study investigates the grammatical features of teacher’s instructions. It deals in depth with the grammatical forms of the most frequent instruction verbs, the teacher’s instructions in infinitive clauses and sentence fragments. The database contains the video-recorded lessons of 8 teacher trainees and their transcripts segmented for the purpose of this study and done with the ELAN discourse annotation software. The aim of the study is to draw attention to the importance of consciously composed teachers’ instructions.