| This study focuses on the discourse analysis of revoicing in primary schools.Revoicing,as a form of classroom discourse,mainly indicates the teachers’ response to the students’ answering to the teachers’ questions.The first purpose of this study is to explore the types and discourse organization strategies of revoicing in primary mathematics classroom in China,based on this,the study further analyzes how teachers construct meaning through revoicing,and what meaning they have constructed through revoicing.The 14 classroom videos in this study were collected from three primary schools in the 2020-2021 school year.Based on the transcription,coding,and analysis of the data,the main conclusions of this study are as follows.First,there are three kinds of revoicing existing in primary mathematics classrooms in China,namely inductive revoicing,inquiring revoicing and evaluative revoicing,totally contains nine discourse organization strategies.Inductive revoicing indicates that teachers sum up students’ contribution.Inductive revoicing involves three discourse organization strategies: teachers repeat students’ contributions,teachers restate students’ contribution,teachers describe students’ thinking processes.Inquiring revoicing indicates that teachers directly ask or invite students to continue their speech on the basis of their contribution,in order to deepen the dialogue and expand the scope of interaction.Inquiring revoicing involves three discourse organization strategies:teachers repeat students’ contribution,teachers make a detailed inquiry of students’ contribution,teachers invite students to make new contributions.Evaluative revoicing indicates that the teacher states his position or asks other students to evaluate based on their contribution.Evaluative revoicing involves three discourse organization strategies:teachers recognize students’ contribution,teachers question students’ contribution,teachers invite students to conduct the evaluation.Second,the study finds that the rational use of revoicing enables teachers to optimize the process of classroom teaching,which is mainly reflected in three aspects.First of all,revoicing combines emotional education and knowledge education.On the one hand,teachers’ response to students’ contribution through revoicing shows that they listened to students’ speaking,and expressed their respect to students.It can not only make the students feel that the teachers have listened to their views and respect them,but also enable other students to learn to listen to and to respect others in a subtle way.On the other hand,when teachers invite other students to put forward different views through revoicing,or invite other students to evaluate the views of the speakers,such revoicing forces the students to listen to and understand the views of the speakers.What’s more,teachers create relatively orderly dialogic space for students through revoicing.Teachers can use inquiring revoicing or evaluative revoicing to highlight the different positions among students,so as to establish cooperative or competitive relations between students.In this way,students are encouraged to further explain their views,and given more opportunities to express their opinions.Besides,revoicing can help students better form self-awareness and achieve identity in the learning community.When teachers guide students to learn to listen to and understand the positions of others,and then compare them with their own positions,students’ self-awareness will be improved,which can not only promote the development of students’ thinking,but also promote students’ autonomous learning.Third,revoicing helps teachers to exercise their rights to teach more rationally,including the rights to conduct classroom evaluation and to guide the class.From the perspective of the positioning theory,although sometimes revoicing does not convey teachers’ positions at the content level,if it is placed in the whole context,we can see that the revoicing does contains teachers’ positions at the interactive level.Thus,revoicing can be regarded as an informal formative assessment.In addition,revoicing enables teachers to open and close the dialogic space flexibly,and affects students’ positioning and students’ relations indirectly by controlling teachers’ own discourse expression.Finally,this study recommends teachers to create an ideal environment of classroom talk through revoicing,and use revoicing as the “leader” or “director” of classroom talk,to maximize the function of revoicing in promoting effective teaching. |
