Listening and referring to voices : students' repertory in educational settings

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Listening and referring to voices : students' repertory in educational settings

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Publication Article, peer reviewed scientific
Title Listening and referring to voices : students' repertory in educational settings
Author(s) Adelmann, Kent
Date 2001
English abstract
When we construct our knowledge in educational settings we usually listen to many different voices, mediated through teachers, classmates, books, films, and so on. Eight students in teacher training were videotaped for 12 hours of group talks with a tutor over a six-month period. The overall purpose of the study was to describe the polyphonic nature of the discursive field of education and the interplay between various contexts and contextual resources in that social interaction. The concept of intertextuality is adopted as a method to identify the polyphony of different voices. The explicit reported long-term listening is called the student's voice response, showing the repertory of contextual resources in use. Results from the study indicate that some of the students have a broad and some a narrow listening repertory when it comes to reported listening. The implications of these findings are discussed.
DOI http://dx.doi.org/10.1080/10904018.2001.10499044 (link to publisher's fulltext)
Publisher Taylor & Francis
Host/Issue International Journal of Listening;1
Volume 15
ISSN 1090-4018
Pages 38-67
Language eng (iso)
Subject(s) listening skill
listening concept
lyssnande
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education::Subject didactics
Handle http://hdl.handle.net/2043/6396 (link to this page)

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