A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
It’s Not Only What You Say, But How You Say It : Investigating the Potential of Prosodic Analysis as a Method to Study Teacher’s Talk (2018)

Hämäläinen, R., De Wever, B., Waaramaa, T., Laukkanen, A.-M., & Lämsä, J. (2018). It’s Not Only What You Say, But How You Say It : Investigating the Potential of Prosodic Analysis as a Method to Study Teacher’s Talk. Frontline Learning Research, 6(3), 204-227. https://doi.org/10.14786/flr.v6i3.371

JYU-tekijät tai -toimittajat

Lämsä, Joni
Hämäläinen, Raija

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Hämäläinen, Raija; De Wever, Bram; Waaramaa, Teija; Laukkanen, Anne-Maria; Lämsä, Joni

Lehti tai sarja: Frontline Learning Research

ISSN: 2295-3159

eISSN: 2295-3159

Julkaisuvuosi: 2018

Volyymi: 6

Lehden numero: 3

Artikkelin sivunumerot: 204-227

Kustantaja: European Association for Research on Learning and Instruction (EARLI)

Julkaisumaa: Belgia

Julkaisun kieli: englanti

DOI: https://doi.org/10.14786/flr.v6i3.371

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Kokonaan avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/60890

Tiivistelmä

In this study, we introduce new insights into prosodic analyses as an emerging method to study what happens in classrooms interactions. We claim that the prosodic aspects (features of speech such as intonation, volume and pace) of talk are important, but under-represented in the learning sciences. These prosodic aspects may be used to complement, intensify or even reverse the linguistic content of speech. Thus far, most research on classrooms has focused on the content (what is said) rather than on understanding the meaning of the prosodic features (how it is said) of talk. In this study, we introduce prosodic analyses as a method to study classroom discussions. Our exploratory experiment focuses on the prosodic perspective of teacher’s talk to shed light on classrooms interactions. We present a case in which we align prosodic features with the content of teacher's talk during a nine-week physics course. This article shows that prosodic analyses may have added value for research on learning and professional development. Namely, we illustrate that acting in an authentic classroom setting might trigger specific prosodic aspects in teacher's talk. We further found indications that the teacher applied different voice prosody regarding certain patterns of classroom talk. For the future, we suggest that a combination of content and prosodic analysis is a promising tool for gaining new insights into classroom interactions.

YSO-asiasanat: yhteistoiminnallinen oppiminen; opetuskeskustelu; dialogisuus; opetustilanne; vuorovaikutus; puheviestintä; prosodiikka