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Regulative Discourse In Singapore Primary English Classrooms: Teachers' Choices Of Directives

机译:新加坡小学英语课堂的调节性话语:教师对指令的选择

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摘要

Classroom research has largely focused on an 'instructional discourse' in local classroom contexts where teachers and students interact about subject knowledge. Few studies have been conducted, however, to examine 'regulative discourse', which is the precondition for the transmission of subject knowledge. In this article, therefore, we investigate regulative discourse in Singapore primary school English Language classrooms from a perspective of Bernstein's pedagogic discourse theory. Specifically, we identify the typology of teachers' directives with morphosyntactic patterns by using corpus linguistic approach, and explore what choices teachers make of directives, for what regulatory purposes and how they position students. In this way, we illustrate how the regulative discourse is constructed and what power relations are enacted or manifested between teachers and students in the Singapore classroom context. The findings help illuminate relationships between sociocultural factors and classroom regulative practices that enable a better understanding of sociocultural specific rules of order, relation and identity in the classroom context.
机译:课堂研究主要集中在本地课堂环境中的“教学性话语”,教师和学生就学科知识进行互动。但是,很少有研究研究“调节性话语”,这是传播学科知识的前提。因此,在本文中,我们从伯恩斯坦的教学话语理论的角度研究了新加坡小学英语教室的规则性话语。具体而言,我们通过使用语料库语言学方法来识别具有形态句法模式的教师指令的类型,并探索教师对指令的选择,出于何种监管目的以及他们如何定位学生。通过这种方式,我们说明了规则性话语是如何构建的,以及在新加坡课堂环境中在老师和学生之间建立或体现了什么权力关系。这些发现有助于阐明社会文化因素与教室规章制度之间的关系,从而可以更好地理解教室背景下特定于社会文化的秩序,关系和身份规则。

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