This thesis offers a critical examination of men's and women's discourse practices in directive-response speech sequences (DRSS), based on data obtained from teacher-student interactions during group work in two secondary schools in Kwa-Zulu Natal. This thesis offers a critical examination of men's and women's discourse practices in Directive-Response Speech Sequences (DRSS), based on data obtained from teacher-student interactions during group work.
The role of a teacher in OBE classrooms
All members of the class usually work on the same activity at the same time. A more detailed discussion of the subjects of my study and the lessons written is given in Chapter 4.
Problems and issues to be investigated
Research Questions
Outline of study
LITERATURE REVIEW
Introduction
Language and gender
- Different approaches to analyzing language and gender
- Communities of practice
The emphasis in these studies is that men and women speak differently, and this difference is related to gender differences. Therefore, the linguistic choices and strategies that men and women make, for example in their realization of directives, may be guided not only by the kinds of roles they perform in their COPs, but also by how they, as members of a particular COP is expected. to introduce oneself.
Directives and Directive-Response Speech Sequences (DRSS)
- Speech act theory
- Forms and strategies for expressing directives
- Limitations in discussions of forms and strategies
The interpretation of the speaker's intentions will most of the time depend on the context in which the utterance occurs. Mood derivation: utterances where the grammatical mood of the verb signals illocutionary force ('Leave me alone'; 'Clean up that mess').
Language and social power
- Directives and social relations of power
- Critical discourse analysis (COAl and Systemic Functional Grammar To trace the elements of social relations of power embedded within ORSS I
34; with the social determination of the processes of production and interpretation and their social effects." The analyst's task is to explain the properties of production and interpretation by reference to the wider social context in which they are embedded.
Conclusion
Introduction
Methods of data collection
- Unstructured Interviews
- Comparison of findings in terms of gender
The transcripts of the verbal interviews in Appendix C show that eight educators from Lenkasi secondary school participated in the interview: the three who used group work and five of their colleagues. While I was not personally in the classrooms, the technician and the camera were in full view of the teachers and students, so I suspect that this may have affected their interactions. Here the actor, verb and object of the desired action are made explicit, and the directional function is obvious.
Here the directive is less authoritative than the imperative because of the use of modals. a) Ervin-Tripp uses the term 'imbedded' instead of 'embedded'. The listener involves himself in the performance of the desired act through the use of the pronouns 'we', 'we', 'our'.
Critical Discourse Analysis (COAl
- Analysis of data in terms of CDA
In my investigation, however, I have decided to analyze only the tenor of discourse, which, according to Butt et al explores interpersonal meanings or relationships between speaker and listener, writer or reader, because these are the issues I wish to focus on. . In the following section I discuss the tenor of the discourse and also explain how this was identified from the data collected. Discourse tone involves the analysis of grammatical choices that speakers and writers make regarding mood, modality, and person.
Leech argues that the use of the pronoun 'we' establishes solidarity between the speaker and the hearer/writer and the reader. I further explained that the identified directive types were then analyzed in accordance with the methods of critical discourse analysis, but only focusing on the discourse.
Introduction
Classification and interpretation of data
Female educators
- Female Educator l(FEl)
She has carried out an extensive study on the use of group work in teaching at the university and also through her collaboration with non-governmental organizations (NGOs). In this lesson, FE1 teaches a poem called 'Warning' and successfully engages students in a discussion of the poem through her use of collaborative instruction. I think she wanted the students to see her as a participant in the execution of the planned action.
She is very familiar with the use of group work as one of the teaching approaches. When this type of instruction is used, the educator reduces her role of power over the students and sees herself as an additional actor in carrying out the activity she gives the students.
Male educators
- Male Educator 2 (ME2)
I mentioned earlier that the modal 'can' in a text can indicate the informality of a situation. The lesson he teaches is a science experiment where students conduct hands-on investigations of the epidermis of onion tissue. It could therefore be argued that this educator's frequent use of the 'maybe' mode reveals his attempt to create a more relaxed atmosphere and, as previously mentioned, this mode is usually used in an informal setting.
The pronoun 'we', which includes both the speaker and the hearer in the performance of the utterance, was used only three times. The use of the modal 'can' here can be seen as the teacher's attempt to make the classroom atmosphere more relaxed, as this modal is generally used in informal settings (Coates 1983: 106).
Comparison of data from male and female educators
From these differences, we can conclude that the choice of guidelines adopted by female educators does not only depend on their gender, but some other factors must also play a role in choosing appropriate forms of directives. My analysis of male educators' guideline choices also does not reveal any particular pattern of guideline choices. ME1 used a lot of imperatives, so his choices seem to be in line with typically masculine discourse practices, which are supposed to be more direct and authoritarian.
ME2, however, softened most of his directives, and his choices would appear to be more closely related to the typical practices of feminine discourse. At the same time, in the process of transforming classroom discourse, more authoritative ways of issuing directives cannot be discarded, as they may still be required for specific interactions.
Learners' responses to educators' directives
In this example, it is the question indication (OD) that finally silences the learners. In the first utterance, the command is softened by the use of the modal 'can'. The kind of expectations that the learners show about classroom discourse (teacher-student interaction) depicts a relationship between language and a community of practice.
Reactions to these changed forms suggest that students are actually not familiar with the new ways. My analysis of the students' responses has shown that the students' view of classroom discourse contrasts with that of the educators in this study.
Introduction
Finally, a review of critical discourse analysis offered useful insights into the role of power and ideological perceptions in the linguistic choices of speakers and writers and the effects they can have on listeners and readers.
Summary of the main findings
Critical discourse analysis of the corpus of all issued directives revealed that the imperative was the most used mood. It was also interesting to note in the data from most educators in this study less authoritative forms, such as embedded imperatives, cooperative directives, etc. Finally, this study also suggested that the directive choices people make as well as the responses to them cannot be explained only in terms of to gender.
This research revealed that the guiding choices made by male and female teachers during group work are based on student behavior, and the students in this study exhibited more or less similar behavior patterns. My hypothesis is that adult learners, unlike the children in this study, may respond differently to different directive types.
Educational implications and recommendations
FE1: So all number one please let us stand up, let's go to the front of the classroom. Groups must discuss the first question, what do we understand by the title of the poem. ME1: CUT A PIECE OF THIS SIZE (show them), of my size, on the fresh part of the onion, the inside of the onion.
ME1: Now I'm going to take an epidermal cell and I'm going to put it on top of my drop of water, okay, (points) now I have it on top of the drop. ME1: Okay, we don't have iodine, but now we need to add another drop of water to the skin of the onion.
Female Educators
14. The scribe writes down your answers, and then you write when you have agreed, reached a consensus. 1. So you can discuss, the writer writes your answers and you write when you have agreed, you have reached a consensus. 2. Can you please listen so that if they have the same idea you have, you don't have to repeat it.
8. Let's read the poem and after reading the poem I want the groups to answer the first question on the page. 11. Let's start with the first part of the question - how do you understand the title of the song.
Male Educators
Place it on a glass slide --- and with a razor blade or a sculptor, cut a thin piece of this and place it on a drop of water. 11.Hold it up like this and remove the skin because we are looking for a transparent, something that is transparent and tiny. 11 1.0k then, you can cover it with your slide, 1.ln groups you can discuss whether you.
4. what we need to do now add another drop of water --- on top of the epidermal tissue.
Lenkasi Secondary School
While we teach, we always ask the students to do things, for example: 'Write the following sentences', 'Do the following sums', 'Clean the board' etc. Don't you think that when you order/say them If you If you let them do things, you infringe on their freedom of choice. Skhosana has said that teaching is about telling students what to do and how to do it.
As teachers, we have a responsibility to guide the learners' behavior by telling them how to do things. I would like us to think if there isn't a better way of asking learners to do things rather than commanding them.
Nathaniel Sabelo Secondary School
Yes, thank you very much, that was well said; therefore, the types of guidelines that facilitate the learning process are those that do not threaten the student's face. As he walks around the groups, he checks that they are focused on the lesson. From what you have said so far, I think group work is a democratic activity, but I know that as teachers you sometimes have to give instructions/orders to your students ie.
When you expect someone to do what you ask, don't you think you are infringing on their freedom of choice?
