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Introduction to Conversation Analysis

Introduction to Conversation Analysis. Deng Feng Learning Science Lab, National Institute of Education, NTU Singapore. What happened here?. Mother: Who else is going to the party? Daughter : What do you mean?. What happened here?. Me: Can I help you with the chairs? She: Can

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Introduction to Conversation Analysis

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  1. Introduction to Conversation Analysis Deng Feng Learning Science Lab, National Institute of Education, NTU Singapore

  2. What happened here? • Mother: Who else is going to the party? • Daughter: What do you mean?

  3. What happened here? • Me: Can I help you with the chairs? • She: Can • Me: I can give you a hand • She: No need

  4. What is CA ? • Originated from sociology(Sacks, Schegloff, & Jeffson, 1978) • “talk-in-interaction”, “the details of talk and the indexicality and occasionedness of talk” (Wood & Kroger, 2000, Appendix, p. 200) • Works on “aspects of social life in the sense of people doing things together”(Have, 2002)

  5. What CA Concerns about? • What is said? (e.g. concerning on actual instances of talk-in-interaction) • How is said? (e.g. concentrating on the way people organize their talk) Which one is more powerful? Journal paper

  6. How to do CA? • Transcript (basic unit? Skills, 6:1-10:1? reliability) • Bottom-up approach • Line vs. turn • Strategy(Freebody,2003; Wood & Kroger, 2000) • Turns (dominant speaker? Interview? T-S: I-R-E?...) • Pauses (thinking? Embarrassment? Reluctance?...) • Troubles (how to fix? Self/other…) • Preference (Y vs. N) • Social categories (identity? subject teacher?)

  7. My experience on the assignment • Transcript generation( 4-10 minutes, typical, language difference?) • Introduction, objective, methodology, data analysis, conclusion and discussion, implication (Framework) • Feedback from two professors • Refinement (interviewer/ee)

  8. Introduction • Modeling-based scientific inquiry • Knowledge construction • Connection among content learning, inquiry, and epistemology of science (Clement, 2000; Gobert & Buckley, 2000; Penner, 2001) • Teacher: Key factor (David, Petish & Smithey, 2006) • Insufficient understanding and fairly poor skills (Justi & Gilbert, 2001; Justi & van Driel, 2006)

  9. Objective • Literature review • Teachers from Middle school, undergraduate • US… • Research question: What perception does a primary science teacher have of applying inquiry and modeling to science teaching

  10. Context • 40 P4 students, neighborhood school, Sg. • My Pals are Here: Science (Textbook, Federal Pub.) • Two topics: (researcher & teacher) • What affects the rate of evaporation? • What affects water quality? • Work in pairs (build-test-present models) • 16 30-mins periods, > 3 weeks + pre, post-test (1st topic)

  11. Enactment of Topic 1: “What affects evaporation?”

  12. Data Analysis • Transcript of video recording (context!!) • Post-interview • Two interview questions: (i) Have you changed your definition of what a model is? (ii) What are the things that you didn’t expect after going through this project by now? • Two big turns • Turn 1: L1 – L12 • Turn 2: L12 - L63

  13. two sub-questions: indirect speech acts(L1, L2) • no direct answer from the teacher (fail to recall her pre-definition) • “cannot remember” (REALLY? Unwillingness?) • trouble-repair(interruption, L3-4) • indirect answer to the definition of a model(mismatch, variable & model) • “Mm-hmm” (unwilling to continue the topic) • preference(preferred responses, “Right”, fixing the “trouble” and proceed) • implicitly express ideas: insufficient understanding (3-second pause)

  14. Confirmation(negative statements, carefulness, L15) • Trouble(paraphrase, self-initiate, self-repair, L18-19; ( “but” - “Right”, L41, L43 ) • Preference(L22, till L47) • Enhancement of evidence(other topic/subject, L23-26) • Pauses (time for organization of evidence, L20, L28-30) • Construction of social categories(from “I” to “we”, L32-37) (L54-57, researcher)

  15. Preference: • dispreferred response: “Mm”(L49, L59 : reluctant to talk more) • preferred response: “Mm-hmm, Ya”(L60) • time for preparation vs. available curriculum design

  16. Conclusion and Implication • Conclusion: • 1. The teacher’s understanding of a model needs further development (even over 3 weeks) • Due in part to novelty of the modeling-based pedagogy • 2. To teacher, amount of time needed is regarded as a salient concern for conducting such pedagogical activities

  17. Conclusion and Implication Implication • 1. Additional teacher professional development (understanding & skills) • 2. Advanced planning of the year-round SoW in incorporating the modeling-based inquiry cycle (proper topics, familiarity of software) • 3. Collaboration development

  18. Refinement Topic shift: • Resource vs. topic (interview) • Interviewer vs. interviewee • Active vs. reluctant Conclusion shift: • Dominant interviewer vs. passive respondent • Teacher control the main trend of the conversation • Both position themselves to a particular group Implication shift: • 80/20 or 90/10 • Researchers self-perception? From teachers’ perspectives

  19. Potential Application: • Science education • Daily classroom interaction (T/S-centered) • Problem-solving (various role) • Analysis of interview transcript

  20. Many thanks!! • Any feedback or comments?

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