Dialogicity and non-verbal communication

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F19%3A00107717" target="_blank" >RIV/00216224:14210/19:00107717 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Dialogicity and non-verbal communication

Popis výsledku v původním jazyce

The aim of the lecture was to describe what strategies pupils use to actively participate in teaching communication or to avoid direct participation. There are a large number of studies on why different pupils participate in classes to different degrees, but only rarely do empirical researches that explore different student strategies directly in class. There is thus no empirical evidence of how pupils strive to participate in classroom communication and how they signal their intentions to teachers and classmates in the classroom. The paper is based on ethnographic research in teaching Czech language and literature in the four ninth grades of elementary school. We use both verbal data and non-verbal data from observations and videorecordings to accurately describe studnet agency. The analysis shows that four groups of students use specific techniques to enforce the student agency. Through reporting, shouting, shouting and anticipation, pupils have a fundamental influence on the form of teaching communication.

Název v anglickém jazyce

Dialogicity and non-verbal communication

Popis výsledku anglicky

The aim of the lecture was to describe what strategies pupils use to actively participate in teaching communication or to avoid direct participation. There are a large number of studies on why different pupils participate in classes to different degrees, but only rarely do empirical researches that explore different student strategies directly in class. There is thus no empirical evidence of how pupils strive to participate in classroom communication and how they signal their intentions to teachers and classmates in the classroom. The paper is based on ethnographic research in teaching Czech language and literature in the four ninth grades of elementary school. We use both verbal data and non-verbal data from observations and videorecordings to accurately describe studnet agency. The analysis shows that four groups of students use specific techniques to enforce the student agency. Through reporting, shouting, shouting and anticipation, pupils have a fundamental influence on the form of teaching communication.

Druh

O - Ostatní výsledky

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA17-03643S" target="_blank" >GA17-03643S: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů