Investigating lang new quotes

Question 1

Tag questions:
- challenging confrontational speaker oriented tagQ
S: “this is your last chance, ok?”
- epistemic speaker oriented tagQ
EY: “his attitude towards you needs to be punished too (1) agreed?”
EY: “Conor’s writing down his version of events (.) well take it from there (1) clear?”

Answer 1

**challenging confrontational speaker oriented tag questions, final warning to naughty students, portrays evident power asymmetry, exerting positional power. Young (2013) in advisory book: importance of tone/body language
**epistemic speaker oriented tag question, teacher inviting student to talk, to check if he understands, if he didn’t reply then face may be threatened (unlike EY: no response is maybe needed), less of a power imbalance w this tagQ, yet teacher still has authority due to position power. (Thornborrow, 2001), institutional talk
(therefore through varying types of tag questions in both sets of data, it provides __ to the statement as my data illustrates how one language device, namely tagQ’s generate different effects and ___

Question 2

Operating conditioning:
- positive reinforcement
S: “Ok all eyes this way for me (.) lovely”
S: “lemme see [looks at report] ooh this is amazing (1) well done look at that I’m so happy [puts hand of shoulder] I’m really proud of you (.) well done”
- negative reinforcement
EY: “still haven’t written the title”

Answer 2

• **positive language, adjectives, create positive atmosphere (Rogers, 2002) - expressive may be a tactic the teacher has utilised to reward good behaviour so is maintained and in turn may provide the teacher with greater referent power as they gain the students’ respect
• **provide implicature that student needs to write the title in his workbook. By using off the record politeness, it could be a tactic this teacher has utilised to give the child another chance to behave before consequences become greater. Operant conditioning (Skinner, 2006) common tool in class room and also (Zirpoli, 2005) essential

Question 3

Pronouns
- second person singular pronoun to address large audience
S: “right good morning year eleven (5) I’ve given you back your American West paper (2) I want to spend a little bit of time looking at question two”
- nominative first person plural pronoun
EY: “what are we not gonna do this year (1) get excluded”

Answer 3

• **used plural pronoun to involve the whole class, Fairclough’s Synthetic personalisation, said helps to create an equal power status, often resulting in a friendly identity. More attention, more respected, encouraging them to be more motivated to work and behave well (Bandura, 1997) latter part, creates presupposition that the class did not perform well, he is history teacher, has knowledge and ideas power over these students, thus help them to improve and practise their essay skills. This pronoun is a pedagogical technique used to encourage them to listen and pay attention.
• **could have used second person subject “you” but opted for inclusive pronoun. creates presupposition thats teacher and student are in this together. Diminishes position power creating equal power symmetry, create likeable identity bc created sense of unity between them. (TED speaker Rita F Pierson) also voids separation and integration, saving face (Baker et al 2008: teachers important role) Also teacher poses question and answers it: no other option, important as exclusions look bad on the school

Question 4

Institutional talk
- elicitation
S: “what is dangerous about the job that they do (2) Joe?”
“Die”
“They could die ok or they could get seriously what?” “Injured”
- interrogative
EY: “what is the basic problem with sitting in a room and doing your work?”
- also discourse markers
“right” “ok”

Answer 4

• ** techniques encourages students to participate in discussions, helps them learn and become more confident. Elicitation is one of teachers three main functions, IRF model by Sinclair and Coulthard. Teacher is leading the discourse
• ** student getting told off, this confrontational interrogative, portrays teachers coercive power bc has ability to punish student, if doesn’t behave, by exclusion and even expel. Thus teacher is leading discourse, whilst student hangs his head. However according to Allen et al (2013) these conversations will lead to more conflictual relationships: not ideal.
• ** DM’s enable teacher to take control of discourse and requires element of behaviour control as there is expectation that the students will listen and pay attention