Studies on classroom interaction have typically focused on relationships between turn-taking patterns and some larger unit of analysis of varying length and nature. However, two questions still left unanswered are how teachers talk differently from students in general and how linguistic variation between two participants might relate to…

Examines students' summaries of three lectures. Finds that the percentage, but not the number, of propositions correlated positively with the accuracy scores in the summaries. Suggests that analyses of errors, lexical substitutions, discrepancies in grades, and differences in students' scores for the different lectures revealed interesting results…

Reviews research on female and male interaction patterns. Examines classroom interaction in higher education and pedagogical alternatives developed in women's studies programs. Argues that the norm of classroom interaction is more closely aligned with typical male patterns of interaction. (PD)

The study reported in this monograph represents two years of data collection designed to explore the social meaning of language in naturalistic classroom settings. The first part of the book presents the framework within which the study was carried out. The first chapter explicates the framework provided by prior research on classroom language,…

To analyze and compare specific oral communication behaviors of primary school pupils who score high on reading and language tests with those who score low, a study was conducted on approximatley 200 students who were classified as (1) high language, (2) high reading, (3) low language, or (4) low reading according to their scores on the…

Noting that classroom communication is a central issue in school systems, because spoken language is the medium by which much teaching takes place, this book investigates classroom discourse within the framework of applied linguistics, and discusses research drawn from elementary, secondary and postsecondary classrooms. The first section deals…