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dc.contributor.authorHämäläinen, Raija
dc.contributor.authorDe Wever, Bram
dc.contributor.authorWaaramaa, Teija
dc.contributor.authorLaukkanen, Anne-Maria
dc.contributor.authorLämsä, Joni
dc.date.accessioned2019-01-04T07:30:23Z
dc.date.available2019-01-04T07:30:23Z
dc.date.issued2018
dc.identifier.citationHämäläinen, R., De Wever, B., Waaramaa, T., Laukkanen, A.-M., & Lämsä, J. (2018). It’s Not Only What You Say, But How You Say It : Investigating the Potential of Prosodic Analysis as a Method to Study Teacher’s Talk. <i>Frontline Learning Research</i>, <i>6</i>(3), 204-227. <a href="https://doi.org/10.14786/flr.v6i3.371" target="_blank">https://doi.org/10.14786/flr.v6i3.371</a>
dc.identifier.otherCONVID_28833494
dc.identifier.otherTUTKAID_80167
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/60890
dc.description.abstractIn this study, we introduce new insights into prosodic analyses as an emerging method to study what happens in classrooms interactions. We claim that the prosodic aspects (features of speech such as intonation, volume and pace) of talk are important, but under-represented in the learning sciences. These prosodic aspects may be used to complement, intensify or even reverse the linguistic content of speech. Thus far, most research on classrooms has focused on the content (what is said) rather than on understanding the meaning of the prosodic features (how it is said) of talk. In this study, we introduce prosodic analyses as a method to study classroom discussions. Our exploratory experiment focuses on the prosodic perspective of teacher’s talk to shed light on classrooms interactions. We present a case in which we align prosodic features with the content of teacher's talk during a nine-week physics course. This article shows that prosodic analyses may have added value for research on learning and professional development. Namely, we illustrate that acting in an authentic classroom setting might trigger specific prosodic aspects in teacher's talk. We further found indications that the teacher applied different voice prosody regarding certain patterns of classroom talk. For the future, we suggest that a combination of content and prosodic analysis is a promising tool for gaining new insights into classroom interactions.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherEuropean Association for Research on Learning and Instruction (EARLI)
dc.relation.ispartofseriesFrontline Learning Research
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherDialogic Teaching
dc.subject.otherCooperative Learning
dc.subject.otherClassroom Talk
dc.titleIt’s Not Only What You Say, But How You Say It : Investigating the Potential of Prosodic Analysis as a Method to Study Teacher’s Talk
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201901031056
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.oppiaineKoulutuksen tutkimuslaitosfi
dc.contributor.oppiaineFinnish Institute for Educational Researchen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-01-03T16:15:12Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange204-227
dc.relation.issn2295-3159
dc.relation.numberinseries3
dc.relation.volume6
dc.type.versionpublishedVersion
dc.rights.copyright© the Authors, 2018.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber292466
dc.subject.ysodialogisuus
dc.subject.ysoyhteistoiminnallinen oppiminen
dc.subject.ysoopetustilanne
dc.subject.ysoprosodiikka
dc.subject.ysovuorovaikutus
dc.subject.ysoopetuskeskustelu
dc.subject.ysopuheviestintä
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p10824
jyx.subject.urihttp://www.yso.fi/onto/yso/p7481
jyx.subject.urihttp://www.yso.fi/onto/yso/p569
jyx.subject.urihttp://www.yso.fi/onto/yso/p4788
jyx.subject.urihttp://www.yso.fi/onto/yso/p10591
jyx.subject.urihttp://www.yso.fi/onto/yso/p17666
jyx.subject.urihttp://www.yso.fi/onto/yso/p2494
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.14786/flr.v6i3.371
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramProfilointi, SAfi
jyx.fundingprogramResearch profiles, AoFen
jyx.fundinginformationThis work was supported by the Academy of Finland under Grant numbers 292466 and 318095 [the Multidisciplinary Research on Learning and Teaching profile of JYU] and by the Emil Aaltonen Foundation and the Finnish Cultural Foundation. This research was funded by the Netherlands Initiative for Education Research (NRO/PROO grant 405-14-300-039), which resides under the Netherlands Organization for Scientific Research (NWO).


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