2002, Volume 2https://jyx.jyu.fi/handle/123456789/226732024-03-29T06:15:56Z2024-03-29T06:15:56ZNegotiating a New Culture of Doing Learning? A Study of Interaction in a Web Learning Environment with Special Focus on Teacher ApproachesKuure, L.Saarenkunnas, M.Taalas, P.https://jyx.jyu.fi/handle/123456789/226992018-05-17T03:33:24Z2010-01-13T11:43:35ZNegotiating a New Culture of Doing Learning? A Study of Interaction in a Web Learning Environment with Special Focus on Teacher Approaches
Kuure, L.; Saarenkunnas, M.; Taalas, P.
The article examines aspects of interaction, learning and teacher approach in an international, web-supported learning project, which was organised between three universities as part of their programmes in teacher education. The study focuses on interpretative resources which may contribute to how students perceive teacher interventions and presence in web-based learning activity. The roles and actions of teachers and students in a web-learning environment are not merely interpreted on the basis of intentional verbalised moves. The negotiation of the presence and role of participants is also guided by a variety of visual and linguistic cues on the web as well as the discourses around the learning activities. From a research methodological point of view, the article emphasizes the importance of data-driven research paradigms and a wide scope of data-collection in mapping the complex context in which the participants act. As for pedagogical implications, it seems that developing successful pedagogies is not a matter of developing particular kinds of designs for learning environments, new task types or interaction patterns alone. What is important is to involve teachers and students alike in assessing the collaborative processes of learning, aware of the complexity of meaning-making in web-supported study.
2010-01-13T11:43:35ZThe functional irrhytmicality of spontaneous speech : A discourse view of speech rhythmsCauldwell, Richardhttps://jyx.jyu.fi/handle/123456789/226982018-05-17T03:33:26Z2010-01-13T11:38:54ZThe functional irrhytmicality of spontaneous speech : A discourse view of speech rhythms
Cauldwell, Richard
Experimental evidence has fully refuted the stress- and syllable-timing hypothesis (SSH) of speech rhythms. However, it remains the prevailing view and still features in accounts of the rhythms of speech because no other hypothesis matches its deceptively bewitching power. This paper, written from a discourse perspective, proposes a replacement for SSH: spontaneous speech is functionally irrhythmic. Although the formal events of speech – phones, strong and weak syllables, words, phrases – occur ‘in time’ (they can be plotted on a time line) they do not occur ‘on time’, (they do not occur at equal time intervals). English is not stress-timed, French is not syllable-timed. The rare patches of rhythmicality are either ‘elected’ – as in scanning readings of poetry and the uttering of proverbs – or ‘coincidental’ – the side-effects of higher order choices made by speakers. Coincidental rhythmicality is most likely to occur where there are equal numbers of syllables between stresses. In spontaneous speech, the speaker’s attention is on planning and uttering selections of meaning in pursuit of their social-worldly purposes, and this results in an irrhythmic norm which aids comprehension.
2010-01-13T11:38:54Z