Authentic Questions as Prompts for Productive and Constructive Sequences: A Pragmatic Approach to Classroom Dialogue and Argumentation

Autor/inn/en	Rapanta, Chrysi; Macagno, Fabrizio
Titel	Authentic Questions as Prompts for Productive and Constructive Sequences: A Pragmatic Approach to Classroom Dialogue and Argumentation
Quelle	In: Dialogic Pedagogy, 11 (2023) 3, (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Classroom Communication; Persuasive Discourse; Dialogs (Language); Cues; Computational Linguistics; Cross Cultural Studies; Teacher Student Relationship; Questioning Techniques; Learner Engagement; Discourse Analysis; Foreign Countries; Preschool Education; Elementary Secondary Education; United Kingdom; Spain; Portugal; Cyprus; Germany + Suchen Sie Ihr Suchwort? Klassengespräch; Persuasion; Persuasive Kommunikation; Dialog; Dialogs; Dialogue; Dialogues; Stichwort; Linguistics; Computerlinguistik; Cultural comparison; Kulturvergleich; Teacher student relationships; Lehrer-Schüler-Beziehung; Befragungstechnik; Fragetechnik; Diskursanalyse; Ausland; Pre-school education; Vorschulerziehung; Großbritannien; Spanien; Zypern; Deutschland
Abstract	Goal: The problem of the authenticity of teacher questions has not received sufficient attention from educational researchers interested in the intersection between dialogue and argumentation. In this paper, we adopt a definition of authentic questions as dialogical units that prompt teacher-student interactions that are both productive (i.e., several students participating) and constructive (i.e., students produce arguments of high complexity). Our goal is to analyze whether and how specific types of dialogue prompts can encourage students' engagement in more sophisticated argumentative interactions, as manifested through the construction of high-complexity arguments. Method: We describe the implementation of our analytical approach to a large corpus of classroom interactions from five European countries. The corpus was segmented into dialogical sequences, which were then coded according to the argumentation dialogue goal expressed in the sequence. We also coded students' arguments according to Toulmin's elements and distinguished between low- and high-complexity arguments from a structural point of view. Findings: Our findings show the predominance of the so-called Discovery questions as prompts that are both productive and constructive and Inquiry questions as prompts of argumentative constructive interactions. We discuss the importance of these findings for teacher professional development purposes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01