A verbális tanári instrukciók az osztálytermi diskurzusban I.

Abstract

There are many studies about the efficiency of teacher communication in a classroom context. Classroom interaction is a major element of pedagogical practice at school. The study (published in two subsequent volumes of this journal) provides an analysis of teachers’ oral 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 first part of the study analyses the place and role of teacher utterances giving instructions for tasks within the classroom. The second part of the study investigates the grammatical, semantic, and pragmatic features. The database contains the video-recorded lessons of 8 teacher trainees and their transcripts segmented for the purpose of this study, processed with the help of ELAN discourse annotation software. The aim of the study is to draw attention to the importance of consciously composed teacher instructions.