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QUESTION FIGURES IN TEACHERS' SPEECH II.

100%
Antalne-Szabo A.
Magyar Nyelvor (Hungarian Language Guardian)
|
2005
|
vol. 129
|
issue 3
319-337
EN
The subject-matter of this paper is a stylistic/rhetorical analysis of teachers' speech. The material investigated consists of acoustic and visual recordings of 50 videotaped school classes and their transcriptions. The main topic of the present paper is the set of teachers' utterances that have an interrogative form but are not real questions: neither questions that ask for information nor elicitation questions that are asked for pedagogical reasons. The author's aim is to find out what speech acts are embodied in such formally interrogative utterances and what grammatical forms are characteristic of them. She also discusses basic problems like what general features characterise in-class discourse or to what extent it is possible to delimit figures of speech in live text recordings, within context, at the discourse level. She also points out, on the basis of cognitive linguistic research and results in conversation analysis, the extent to which a reinterpretation of the classical stylistic/rhetoric tradition is called for. Her claims are also supported by results of other empirical investigations based on recorded school classes.
2

QUESTION FIGURES IN TEACHERS' SPEECH I.

100%
Antalne-Szabo A.
Magyar Nyelvor (Hungarian Language Guardian)
|
2005
|
vol. 129
|
issue 2
173-185
EN
The subject matter of this paper is a stylistic/rhetorical analysis of teachers' speech. The material investigated consists of acoustic and visual recordings of 50 videotaped school classes and their transcriptions. The main topic of the present paper is the set of teachers' utterances that have an interrogative form but are not real questions: neither questions that ask for information nor elicitation questions that are asked for pedagogical reasons. The author's aim is to find out what speech acts are embodied in such formally interrogative utterances and what grammatical forms are characteristic of them. She also discusses basic problems like what general features characterise in-class discourse or to what extent it is possible to delimit figures of speech in live text recordings, within context, at the discourse level. She also points out, on the basis of cognitive linguistic research and results in conversation analysis, the extent to which a reinterpretation of the classical stylistic/rhetoric tradition is called for. Her claims are also supported by results of other empirical investigations based on recorded school classes.
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