Research On Teacher Communicative Moves

Research On Teacher Communicative MovesPragmatic Analysis of Kindergarten Teacher TalkThe aim of this project is to research the ways and strategies of teacher language use in half-day kindergarten activities. That is to find out by investigating live Teacher-Child Communication how Teacher Communicative Moves are structured and what the frames are to analyze Teacher Communicative Moves, and to look into what the main features of Teacher Communicative Moves are, and also how Teacher Communicative Moves affect children learning and development when they are communicating with teachers during the activities.Teacher Communicative Moves function mainly as Initiating, Responding to and Reacting to Teacher-Child Communication. Initiation means a beginning of a new Teacher-Child Communicative unit, Response means an echo to Initiation or Reaction, and Reaction, to Initiation or Response. The main structures of Teacher-Child Communicative unit are the following: "Teacher Initiation-Child Response", "Teacher Initiation", "Teacher Initiation-Child Response-Teacher Reaction", "Child Initiation-Teacher Response", "Child Initiation-Teacher Reaction". It functions as Initiation to ask questions, to give command and suggestions, to show explanation, and to express emotionally. One can respond actively or positively. It functions as Reaction to feedback or evaluate. Different types of Teacher Communicative Moves work individually or wholly in children cognitive, psychomotor and/or affective learning.It is found by quantitative analysis into Teacher Communicative Moves that?Teachers are much more active than children during Teacher-Child Communication;?The structures "Teacher Initiation-Child Response" and "Teacher Initiation-Child Response-Teacher Reaction" are more common than any others;?Teachers do ask questions and request more often than do other moves;?Teacher talk is connected more often with information than with feelings; 旵hildren are more often encouraged and given more active feedback, and 昑eachers often adjust her or his activities to here and now children.Teacher-Child Communication is the main resource of children cognitive, language, communicative skills, and affective development. And it functions as supporting children development by building scaffolds, re-conceptualization, and affective supporting.