The purpose of this study is to analyze the original form of collaborative discourse in a reading discussion and apply it to the teaching of a reading discussion. To this end, the discourse characteristics of the reading discussion were presented to be a few differences from the discussion in the de...
The purpose of this study is to analyze the original form of collaborative discourse in a reading discussion and apply it to the teaching of a reading discussion. To this end, the discourse characteristics of the reading discussion were presented to be a few differences from the discussion in the debate, and then the structure of discourse in which collaborative interactions occur was revealed, and the various elements that result from such discourse were divided into the context of speech-act, cognition, attitude. In this process, we were able to understand the three-dimensions in external structure of reading discussion which factors consist of levels of reading discussion and again applied the results to reading discussion education. The characteristics of the reading discussion are as follows: open format, seeking expansion of thought, possible change of perspective, importance of emotional communication, purpose of reaching agreement, and finally, a text-related discourse. Among the various aspects of the reading discussion, this study paid particular attention to collaborative discourse. Collaborative discourse has the basic format of 'Topic for discussion—Presentation of opinion—Accept' that extend or modify this simple basic format instead of using it as it is. The main body of this study is classified as 'basic extension' and 'variable extension'. On the side of the discussion on the shape of the‘variable extension’ is the "Chain-additive type" with the advanced agreement being stepped forward. "Question-response type" to be learned in the process of raising questions about prior comments and responding to problems. "Hypothesis-verification type" leads to learning by presenting hypotheses in times of difficulty and verifying them with joint efforts. There were "Empathy-acceptance type" ways to expand learning through personal experience statements. The dialogue in which collaborative learning occurs actively has the following characteristics in terms of speech-act, cognitive and attitude. In terms of speech-act theory, first, the length of the discourse was relatively long. Secondly, the spacing between the abutments was relatively wide. Third, active sequence movements were facilitated. Also we could see that politeness was actively used to encourage the three speech-act elements to take place more actively. Cognitive factors showed a high understanding of how text and reading discussions of expressing and accepting hostile sentiments among the debaters and responsibility far a successful reading discussion. The results of this study are of great significance to broaden your understanding of the flow and method of the reading discussion class map. It would be possible to broaden the perception of how teachers should guide reading preparation, reading and debating activities in classrooms. This understanding of reading discussion in Korean education classes is not limited to reading discussions, but also has a positive influence on understanding classroom discourse. That is, it also helps to understand the patterns of linguistic interactions under the premise of during class activities.
The purpose of this study is to analyze the original form of collaborative discourse in a reading discussion and apply it to the teaching of a reading discussion. To this end, the discourse characteristics of the reading discussion were presented to be a few differences from the discussion in the debate, and then the structure of discourse in which collaborative interactions occur was revealed, and the various elements that result from such discourse were divided into the context of speech-act, cognition, attitude. In this process, we were able to understand the three-dimensions in external structure of reading discussion which factors consist of levels of reading discussion and again applied the results to reading discussion education. The characteristics of the reading discussion are as follows: open format, seeking expansion of thought, possible change of perspective, importance of emotional communication, purpose of reaching agreement, and finally, a text-related discourse. Among the various aspects of the reading discussion, this study paid particular attention to collaborative discourse. Collaborative discourse has the basic format of 'Topic for discussion—Presentation of opinion—Accept' that extend or modify this simple basic format instead of using it as it is. The main body of this study is classified as 'basic extension' and 'variable extension'. On the side of the discussion on the shape of the‘variable extension’ is the "Chain-additive type" with the advanced agreement being stepped forward. "Question-response type" to be learned in the process of raising questions about prior comments and responding to problems. "Hypothesis-verification type" leads to learning by presenting hypotheses in times of difficulty and verifying them with joint efforts. There were "Empathy-acceptance type" ways to expand learning through personal experience statements. The dialogue in which collaborative learning occurs actively has the following characteristics in terms of speech-act, cognitive and attitude. In terms of speech-act theory, first, the length of the discourse was relatively long. Secondly, the spacing between the abutments was relatively wide. Third, active sequence movements were facilitated. Also we could see that politeness was actively used to encourage the three speech-act elements to take place more actively. Cognitive factors showed a high understanding of how text and reading discussions of expressing and accepting hostile sentiments among the debaters and responsibility far a successful reading discussion. The results of this study are of great significance to broaden your understanding of the flow and method of the reading discussion class map. It would be possible to broaden the perception of how teachers should guide reading preparation, reading and debating activities in classrooms. This understanding of reading discussion in Korean education classes is not limited to reading discussions, but also has a positive influence on understanding classroom discourse. That is, it also helps to understand the patterns of linguistic interactions under the premise of during class activities.
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