C. G. A. N. Ngo, John Harry Caballo, A. L. N. N. Navarro
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引用次数: 0
摘要
这项混合方法研究采用嵌入式设计,旨在确定五部选定电影中描述的课堂互动中教师和学生明显的蔑视格言,以及教师和学生如何应对和使用蔑视格言。研究还旨在确定在课堂互动中观察到的蔑视与未观察到的蔑视之间的显著差异。研究结果表明,在 35 篇对话中,11 篇对话遵守了合作原则及其对话格言,而 24 篇对话则偏离了合作原则及其对话格言。通过 IDI 和 FGD,研究者发现了教师和学生对蔑视格言的反应和使用的六个基本主题。结果显示,在格言的质量、数量、关系和方式方面,教师和学生之间观察到的蔑视格言的数量没有明显差异。在对数据进行整合时,得到了三个焦点,即:学生在发现蔑视格言方面的敏感度高于教师;在课堂互动中发现蔑视格言方面没有显著差异;教师和学生在发现关系格言方面几乎存在显著差异。在所有焦点中,数据整合的本质是嵌入。
MAKING SENSE OF FLOUTING CONVERSATION MAXIMS OF TEACHER-STUDENT INTERACTIONS IN MOVIES: A MIXED METHODS
This mixed methods study, employing embedded design, aimed to ascertain the evident flouting maxim statements by the teachers and students during classroom interaction as depicted in five selected movies and how teachers and students react to and use flouting maxim statements. It also aimed to determine the significant difference between the occurrence of observed and non-observed flouting in classroom interactions. Results yielded that out of the 35 dialogues, 11 dialogues observed the cooperative principle and its conversation maxims while 24 dialogues deviated. Through IDI and FGD, the researcher unearthed the six essential themes in teachers' and students' reactions to and use of flouting maxim statements. Results revealed that there is no significant difference in the number of observed flouting maxims between teachers and students in terms of maxims of quality, quantity, relation, and manner. In integrating the data, three focal points were obtained namely: the sensitivity of students over teachers in detecting flouting maxims, no significant difference in the detection of flouting maxims in a classroom interaction, and teacher and student almost significantly differ in detecting the maxim of relation. In all the focal points, the nature of data integration is embedding.