Discourse Analysis of Peer Interaction in The Group Discussion

• Main Authors: Wang Mei Hsiu, 王美琇
• Other Authors: Chang Ju Hui
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/wz9278

碩士 === 國立臺東大學 === 教育學系(所) === 96 === This research collected conversations between four graders in elementary school during group discussions on mandarin classes. Through analyzing the content of their dialogue, peer interaction was furthermore discussed. The results are listed as follow: A. The structure of the discourse can be divided into three stages witch have different missions. Although the shifting of each stage could be shown by verbal clues from both teachers and students, it didn’t always work so obviously. Sometimes the "initial stage" would be passed and the "formal discussion stage" would directly appear. Sometimes the "ending stage" would not be shown because of the extending of the "formal discussion stage". B. The communication networks of group discussions could be divided into concentrated and scattered models. Conversations would focus on initiators of the dialogue in order to complete conclusions in concentrated model. In scattered model, each member had equal right to speak freely and the dialogue would equally scatter on each member. C. In the group discussions, students were active constructor of the text, and the teacher only took charge as a leader when needed. As far as the right to speak, students possessed most of the right but the teacher still owned the right to interrupt in order to efficiently control curriculum progress. D. Factors that affected discourse included gender and community, not academic achievement and class. Gender affected individual’s right to speak, direction of the discussions, and the distributing of role responsibilities. In the other hands, community influenced the language that was used. E. There are two ways of forming knowledge. The nature of knowledge In "deliver- accept" way is a kind of single text interpretation. The nature of knowledge in "challenge – dialectic – re-conceptualize" way is a collective meaning creating process.