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Lessons of Secondary School Teachers: From Automatic Speech Analysis to the Markers of Effective Teaching Practices
Abstract
The problem of pedagogical discourse as a speech behavior form is a cutting-edge linguistic area. Within its framework, it is necessary to identify some lexical and semantic components that form a certain rhetorical and pedagogical ideal. To date, such studies are carried out manually. This paper describes the automatic study of pedagogical discourse. As part of the experiment, statistically significant discourse markers and patterns are extracted from the corpus of teachers’ speeches, such markers characterizing both general trends in teaching methods and idiostylistic characteristics of a particular teacher. The results of the marker analysis make it possible to form a preliminary list of speech patterns that beginner teachers can use.
The article describes the principles of creating a corpus of teachers’ speech, which enables to apply an ethnographic approach to study teaching practices. Through the analysis of a large dataset of real classroom recordings, this corpus aims to identify linguistic, psychological, and sociological factors contributing to the improvement of teaching effectiveness. The corpus includes audio recordings of lessons in 5–8 grades from several schools in Russia. Annotation of the corpus is conducted using the Praat program. To determine the linguistic parameters that can influence teachers’ effectiveness and should be annotated in the corpus, we conducted a survey aimed to find out how students describe an ideal and a poor teacher. Based on the survey results, along with an analysis of existing spoken corpora and papers in linguistics and education, we have developed an annotation system comprising 19 levels. Some of these levels overlap with those found in any spoken corpus (orthographic transcription of words, lemmas, parts of speech, morphological annotation). The following levels are specific to our corpus: the parts of the lesson (organizational stage, introduction of new material, etc.), the level at which fragments of reading are separated from the rest of the teacher’s speech, four levels for marking pauses, phonetic transcription level, volume annotation, two levels for error annotation (phonetic and grammatical separately), and four levels related to vocabulary (words with special derivational features, emotionally-evaluative vocabulary, word usage domains, discourse markers). The corpus will allow to provide recommendations for improving teachers’ speech behavior.
In this article, we analyze successful teaching practices (practices that ensure students’ academic progress and well-being) in their social projection, using videos of the lessons as the material for analysis. Unlike traditional assessments of pedagogical skills (compliance with norms and professional standards), the article focuses on the sociological dimension of a teacher’s work — how the social aspect of the lesson is arranged, what practices teachers use to improve student results, how the class is organized as a social community. We recorded videos of lessons (N = 74) conducted by 11 teachers in the 5th-8th grades in 4 non-selective academically successful secondary schools in 3 regional centers of Russia. We used it as the material for the analysis of successful teaching practices. To analyze the data, we used critical converse analyses in the vein of Norman Fairclough, which involves the division of a communicative event into linguistic, processing and social levels. Successful teaching practice at the linguistic level can be characterized by the use of markers of control and care, as well as switching modes of responsibility attribution («I»/«We»/«You»/«you»). At the processing level, the following is stated: a) the use of metaphors and student assessment systems that regulate the situational context; b) labeling the symbolic boundaries of the lesson, which normalizes the educational process. At the social level, we conclude that one of the main conditions for the success of teacher practices is the control over the structural integrity of the lesson. The results of the article can be used in professional development programs for teachers.
The paper is devoted to the single-label topical classification of Russian news. The author compares the BERT features and standard character, word and structure-level features as text models. Experiments with OpenCorpora show that the BERT model is superior to standard ones, and achieves good classification quality for a small dataset of long news. Comparison with the state-of-the-art research allows to consider BERT as a baseline for future investigations of analysis of texts in Russian.
Communication is central in educational contexts, as teachers facilitate learning and students demonstrate their learning through the use of language. Spoken classroom discourse practices have a profound effect on both learning environments and learning processes. For this reason, analysis of spoken classroom discourse has played a crucial role in providing important insights into the complex nature of classroom structures, interactions, and relationships. While various approaches have been used to analyze spoken classroom discourse over several decades, most of these analyses have centered on the micro-levels of teacher–student interaction, focusing particularly on the ubiquitous “triadic dialogue” (Lemke, 1990), or the three-part exchange structure referred to as the IRF: teacher initiation, student response, and teacher feedback (Sinclair & Coulthard, 1975). Until fairly recently, however, few researchers have approached the analysis of spoken classroom discourse from a corpus linguistic perspective. After briefly reviewing corpus approaches to the analysis of spoken classroom discourse, this chapter reports on a corpus-based analysis of the discourse marker you know in second-language (L2) teacher talk to illustrate how spoken classroom discourse could be analyzed through a corpus-based approach. The chapter concludes with some directions for future research in which corpus approaches can be used to analyze spoken classroom discourse.
The lexical items like and well can serve as discourse markers (DMs), but can also play numerous other roles, such as verb or adverb. Identifying the occurrences that function as DMs is an important step for language understanding by computers. In this study, automatic classifiers using lexical, prosodic/positional and sociolinguistic features are trained over transcribed dialogues, manually annotated with DM information. The resulting classifiers improve state-of-the-art performance of DM identification, at about 90% recall and 79% precision for like (84.5% accuracy, kappa = 0.69), and 99% recall and 98% precision for well (97.5% accuracy, kappa = 0.88). Automatic feature analysis shows that lexical collocations are the most reliable indicators, followed by prosodic/positional features, while sociolinguistic features are marginally useful for the identification of DM like and not useful for well. The differentiated processing of each type of DM improves classification accuracy, suggesting that these types should be treated individually.
This paper introduces a novel and domain-independent method for automatically extracting keywords, as sequences of one or more words, from individual documents. We describe the methods configuration parameters and algorithm, and present an evaluation on a benchmark corpus of technical abstracts. We also present a method for generating lists of stop words for specific corpora and domains, and evaluate its ability to improve keyword extraction on the benchmark corpus. Finally, we apply our method of automatic keyword extraction to a corpus of news articles and define metrics for characterizing the exclusivity, essentiality, and generality of extracted keywords within a corpus.
The dialogic nature of discourse which stems from the work of [Bakhtin, M. (1994). Speech genres and other late essays. In P. Morris (Ed.), The dialogic imagination (pp. 81–87). London: Edward Arnold. (Original work published 1986)] provides important understandings in an investigation into the nature of classroom discourse. Using analytical tools informed by Systemic Functional Linguistic theory it is possible to articulate a variety of teacher talk strategies which enable the teacher to apprentice his students into the discipline of History.By examining in detail excerpts from two History lessons that occurred at the beginning of the first year of high school in an independent Australian boys’ school, some of the teacher talk strategies that lead to students’ developing the skills and content relevant to a particular subject area have been identified. These are repeating, recasting and recontextualising language to develop technical language; cued elicitation; modifying questioning to extend or reformulate student's reasoning and recycling ideas through busy clusters of words.
Nowadays the interests of linguists are aimed at analyzing text collections with the help of automatic procedures. They pay special attention to the texts on social networks as their language features differ from the features of fiction texts or scientific articles. The paper is dedicated to the creation of dynamic topic models of Lentach news posts on VK social network. We use a mixture of NLP libraries to identify the semantic shifts of main topical sets since the end of 2018. The corpus contains more than 26,000 posts on various topics. In contemporary Russian linguistic papers, the collection of Lentach posts is rarely analyzed in terms of NLP. The results show that the main topics that are widely discussed in this community cover sports events, health issues, and protests.
Through the matrix quantitative analysis of the talk of the teachers and students in high school English classrooms, in indicates that in current English classroom teaching, the amount of the teachers’ talk is still higher than that of the students in English classroom teaching, the ratio of indirect impact is higher than that of the direct ones, the ratio of pupil initiation is low and so on. In order to change the situation, it is suggested that English teachers should constantly update teaching ideology, highlight the subjectivity of the students in the classroom learning, constantly improve the classroom interaction, activate students’ active thinking, increase the use of indirect impacts, develop the harmonious relationship between the teachers and students, stimulate the motivation of the students, ensure the smooth transition between the teaching procedures, and improve the efficiency of the English classroom teaching.
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