Dialogicality in university classroom talk

Research output: Contribution to conferencePaperpeer-review


University classroom talk is a collaborative struggle to make meaning. Taking the perspectival nature of interaction as central, this paper presents an investigation of the genre of spoken academic discourse and in particular the types of activities which are orientated to the goal of collaborative ideas or tasks, such as seminars, tutorials, workshops. The purpose of the investigation was to identify examples of dialogicality through an examination of stance-taking. The data used in this study is a spoken corpus of academic English created from recordings of a range of subject discipline classrooms at a UK university. A frequency-based approach to recurrent word sequences (lexical bundles) was used to identify signals of epistemic and attitudinal stance and to initiate an exploration of the features of elaboration. Findings of quantitative and qualitative analyses reveal some similarities and differences between this study and those of US based classroom contexts in relation to the use and frequency of lexical bundles. Findings also highlight the process that elaboration plays in grounding perspectives and negotiating alignment of interactants. Elaboration seems to afford the space for the enactment of student stance in relation to the tutor embodiment of discipline knowledge.
Original languageEnglish
Publication statusPublished - 21 Jun 2014
Event7th Biennial Inter-Varial Applied Corpus Studies (IVACS) Conference - Newcastle, United Kingdom
Duration: 19 Jun 201421 Jun 2014


Conference7th Biennial Inter-Varial Applied Corpus Studies (IVACS) Conference
CountryUnited Kingdom

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