Transcript A Comparison of Real and Media

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Background of the study
Data collection
Methods of analysis
Findings
Discussion
Questions
 Education
 Media
 Critical
discourse analysis (CDA)
“Plants are shaped by cultivation and men by
education…we are born totally unprovided, we
need aid; we are born stupid, we need judgement.
Everything we do not have at our birth and which
we need when we are grown is given us by
education.”
(Jean-Jacques Rousseau, philosopher)
1.Education (principals, administrators,
and teachers)
2.Society (governors, parents, employers
and local community)
Hedge (2000)

Media representation means “the re-presentation of the
real” which is “the way in which ideas, objects, people,
groups and life-forms are depicted by mass media”
(Price, 1994, p. 33).

“No representation of reality can ever be totally “true”
or “real”” (Croteau and Hoynes, 1997, p. 135).
Good representative of the media
 Sufficient information
 Worldwide effects
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 an
approach to language analysis
 examine spoken and written language and
 study “how language serves to construct particular
ideological positions which entail unequal
relations of power” (Coffin, 2001, p. 99).
 “defamiliarization and consciousness-raising”
(Fowler, 1996, p. 5)
 CDA bridges the gap between micro-level and
macro-level analysis. (van Dijk, 1998)
Purpose of the study
What are the similarities and differences between
real and media-based classroom discourse?
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6 comparable transcripts of classrooms
- 3 real classroom transcripts
- 3 movie-classroom transcripts
released during 1995 – 2005 with a present day setting.
 have good worldwide box offices.
 written by different screenwriters.
 last around 5 minutes.
 in the field of Humanities and Arts.
 have some teaching and learning or some subject
matter.
 teacher-learner and/or learner-learner interactions
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The characteristics of the collected movie-classroom data (MCD)
Requirements/Data
From movies released during
1995 - 2005 with a present day
setting
Worldwide box offices
MCD 1
From Never been
Kissed released in
1999
MCD 2
From Finding
Forrester released in
2000
MCD 3
From Save the last
dance released in 2001
$84,565,230
$80,049,764
$131,706,809
American movies
Yes
Yes
Yes
Literature lesson
Yes
Yes
Yes
High school level
Yes
Yes
Yes
Estimated number of students
30-35
25-30
25-30
Containing teacher-learner
interaction beginning with
teachers’ initiating and leading
the discussion
Yes
Yes
Yes
Directed by Raja
Gosnell and screen
written by Abby Kohn
and Marc Silverstein
Directed by Gus Van
Sant and screenwritten
by Mike Rich
Around 300 words
Around 350 words
Different directors,
screenwriters, actors and
actresses
Around 250 – 500 words long
Directed by Thomas
Carter and
screenwritten by
Duane Adler and
Cheryl Edwards
Around 250 words
The characteristics of the collected real classroom data (RCD)
Requirements/Data
RCD 1
From Multiple ways of
knowing in literature
classrooms (Hines and
Appleman, 2000)
RCD 2
From Theory, Identity,
and Practice: a study of
two high school
English teachers'
literature instruction
(Agee, 2000)
RCD 3
From How experienced
English teachers assess
the effectiveness of
their literature
instruction (Agee,
1998)
American classroom
Yes
Yes
Yes
Literature lesson
Yes
Yes
Yes
Grade 12
Grade 11
Grade 10
Yes
Yes
Yes
Different teachers and different
classes of students
Yes
Yes
Yes
Around 250 – 500 words long
Around 300 words
Around 400 words
Around 300 words
Yes
Yes
Yes
From published or online
sources released during
1995 – 2005
High school level
Containing teacher-learner
interaction beginning with
teachers’ initiating and leading
the discussion
The data sharing the same
features of discourse
transcriptions.
 Length
of turns
 Directions of communication
 Patterns of classroom communication
 Nominations
 Teachers’ questions
 Teachers’ feedback
 Discipline
How: 1. Proportion of TTT and STT
2. Length of turns by T and Ss
3. Length of turns among Ss
To find out: Who talks most in the class
How:
Six patterns of directions of communication
Directions of communication
Symbols
the teacher to students
T→ Ss
the teacher to a particular student
T→ Sx
a particular student to the teacher
Sx→T
students to the teacher
Ss→T
a particular student to a particular student
Sx→Sy
a particular student to the teacher and students
Sx→T&Ss
To find out: who is the focus of the communication
How: Triadic structure of classroom exchange
(initiation, response and feedback)
To find out: 1. who control the content of the
conversation
2. the variation in IRF patterns
3. negotiation of meaning
How: General solicit and personal solicit
To find out: how teachers control the turn
taking
How: Open and closed questions
To find out: how teachers control over the
learners’ response
How:
Degrees of evaluation
Most evaluative
Non-evaluative
Feedback strategies
1. Criticizing
2. Praising
3. Indicating an incorrect answer
4. Acknowledging a correct answer
5. Asking follow-up questions
6. Expanding or modifying
7. Summarizing
8. Repeating
To find out: how teachers exercise power through
the use of evaluative and non-evaluative
feedback strategies
How:
Degrees of judgment
Most judgmental
Non-judgmental
Discipline strategies
1. Punishment
2. Promise and rewards
3. Authoritative language
4. Removing a student
5. Direct appeal
6. Using humor
7. Showing interest
8. Planned ignoring
To find out: how teachers control students’ behavior
through the use of judgmental and non-judgmental
discipline strategies
Analysis Methods
To find out about
Results
Similar
Different
How
Power of Ts & Ss
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Average length of grouped
Power of Ts & Ss
turns
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The teachers talk more than the
students do.
The teachers hold the turns longer
than the students do.
Average length of
individual students’ turns
Power among Ss
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No students dominate the discourse.
Directions of
communication
Focus of comm.
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Proportion of the
distribution of moves
Who controls content
of the talk
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The focus of communication is the
teachers.
The teachers control the content of
the talk.
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IRF & IR patterns occur most.
Proportion of TTT/STT
Patterns of communication IRF Patterns
Length of patterns of
communication
Negotiation of
meaning
Nomination
Ts’ control turn taking
Teachers’ questions
Ts’ control learners’
input
Teachers’ feedback
Power of Ts
Discipline
Ts’ control learners’
behavior
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RCD may contain more negotiation
of meaning than MCD.
The teachers in RCD control turn
taking less than the teachers in
MCD do.
The teachers frequently use open
questions.
The teachers in RCD use less power
than the teachers in MCD do.
The teachers in RCD control the
students’ behavior less than the
teachers in MCD do.
1. Amount of negotiation of meaning
2. Teachers controlling turn taking
3. Teachers using power through feedback
(Ex. criticizing feedback strategy)
4. Teachers disciplining
Why?
MCD < RCD
MCD > RCD
MCD > RCD
MCD > RCD
Wright (1987) says that teachers’ and students’
beliefs and attitudes directly and indirectly
affect their expectations about classroom
behavior.
1. Amount of negotiation of meaning
2. Teachers controlling turn taking
3. Teachers using power through feedback
(Ex. criticizing feedback strategy)
4. Teachers disciplining
MCD < RCD
MCD > RCD
MCD > RCD
MCD > RCD
Why?
Because: The beliefs and attitudes of teachers and students
vary in each class.
“Authoritarian teachers”

the teacher is viewed as “professeur” (Widdowson,
1990, p. 188) who “claims a superior and dominant
position by virtue of a role which has been socially
ascribed to him or her” (ibid).
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control the interaction tightly (Widdowson, 1990)
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criticize and put down students when they make
mistakes, and control student behaviors (Moore, 1995)
Examples:
 Students’ learning
 Course material, teaching method and curriculum
According to Moore (1995), an
authoritarian leadership style often
results in a feeling of competitiveness
among students.
According to Margonis (1992), authoritarian is
often used to label teacher-centeredness
because the teachers impose knowledge and
experience on the students without regard for
students’ interest and abilities.
For educationalists
 Be aware of the perception of people outside
education.
 Approach and communicate with people.
For non-educationalists
 Be aware of the influence of media on their
perception.
 Be critical of their opinion when taking part in
educational decision making.