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Involvement in University Classroom Discourse: Register Variation and Interactivity

Federica, Barbieri, Federica Barbieri Orcid Logo

Applied Linguistics, Volume: 36, Issue: 2, Pages: 151 - 173

Swansea University Author: Federica Barbieri Orcid Logo

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DOI (Published version): 10.1093/applin/amt030

Abstract

Research on the linguistic characteristics of university classroom discourse highlights the salience, in this register, of non-informational, personal, affective aspects of discourse. However, this dimension of classroom discourse has not been studied systematically. This study investigates the non-...

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Published in: Applied Linguistics
ISSN: 0142-6001
Published: 2015
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URI: https://cronfa.swan.ac.uk/Record/cronfa16439
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spelling 2021-01-31T14:49:41.2188256 v2 16439 2013-11-30 Involvement in University Classroom Discourse: Register Variation and Interactivity 936ac8d064e9a078ce83c9743d007eac 0000-0001-9088-7730 Federica Barbieri Federica Barbieri true false 2013-11-30 APLI Research on the linguistic characteristics of university classroom discourse highlights the salience, in this register, of non-informational, personal, affective aspects of discourse. However, this dimension of classroom discourse has not been studied systematically. This study investigates the non-informational dimension of classroom discourse, focusing on the marking of emotions, affect, and the speaker’s ‘involvement’ (Chafe 1982) in the talk of university professors, in a large corpus of American university classroom discourse. The study tracks the use of involvement markers across class sessions representing three important situational factors that shape the university setting, namely academic discipline, level of instruction, and course size. Surprisingly, analyses reveal that these situational factors have little influence on variation in the marking of involvement in classroom discourse; in other words, involvement is everywhere. However, there are trends showing that involvement in classroom discourse tends to be more common in small courses in the Humanities and/or Social Sciences, and at the upper-division and/or graduate level – courses generally characterized by more student participation and interactivity. The relationship of involvement with interactivity is thus investigated. Analyses reveal that while interactivity tends to predict involvement, involvement is not limited to interactive discourse. Journal Article Applied Linguistics 36 2 151 173 0142-6001 classroom discourse, register variation, interactivity, situational variation, corpus linguistics, American English 31 12 2015 2015-12-31 10.1093/applin/amt030 http://applij.oxfordjournals.org/content/36/2/151.full.pdf+html COLLEGE NANME Applied Linguistics COLLEGE CODE APLI Swansea University 2021-01-31T14:49:41.2188256 2013-11-30T11:30:08.4800234 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics Federica, Barbieri 1 Federica Barbieri 0000-0001-9088-7730 2
title Involvement in University Classroom Discourse: Register Variation and Interactivity
spellingShingle Involvement in University Classroom Discourse: Register Variation and Interactivity
Federica Barbieri
title_short Involvement in University Classroom Discourse: Register Variation and Interactivity
title_full Involvement in University Classroom Discourse: Register Variation and Interactivity
title_fullStr Involvement in University Classroom Discourse: Register Variation and Interactivity
title_full_unstemmed Involvement in University Classroom Discourse: Register Variation and Interactivity
title_sort Involvement in University Classroom Discourse: Register Variation and Interactivity
author_id_str_mv 936ac8d064e9a078ce83c9743d007eac
author_id_fullname_str_mv 936ac8d064e9a078ce83c9743d007eac_***_Federica Barbieri
author Federica Barbieri
author2 Federica, Barbieri
Federica Barbieri
format Journal article
container_title Applied Linguistics
container_volume 36
container_issue 2
container_start_page 151
publishDate 2015
institution Swansea University
issn 0142-6001
doi_str_mv 10.1093/applin/amt030
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - English Language, Tesol, Applied Linguistics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - English Language, Tesol, Applied Linguistics
url http://applij.oxfordjournals.org/content/36/2/151.full.pdf+html
document_store_str 0
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description Research on the linguistic characteristics of university classroom discourse highlights the salience, in this register, of non-informational, personal, affective aspects of discourse. However, this dimension of classroom discourse has not been studied systematically. This study investigates the non-informational dimension of classroom discourse, focusing on the marking of emotions, affect, and the speaker’s ‘involvement’ (Chafe 1982) in the talk of university professors, in a large corpus of American university classroom discourse. The study tracks the use of involvement markers across class sessions representing three important situational factors that shape the university setting, namely academic discipline, level of instruction, and course size. Surprisingly, analyses reveal that these situational factors have little influence on variation in the marking of involvement in classroom discourse; in other words, involvement is everywhere. However, there are trends showing that involvement in classroom discourse tends to be more common in small courses in the Humanities and/or Social Sciences, and at the upper-division and/or graduate level – courses generally characterized by more student participation and interactivity. The relationship of involvement with interactivity is thus investigated. Analyses reveal that while interactivity tends to predict involvement, involvement is not limited to interactive discourse.
published_date 2015-12-31T03:18:46Z
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score 11.016235

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