Lessons of Secondary School Teachers: From Automatic Speech Analysis to the Markers of Effective Teaching Practices
https://doi.org/10.26907/esd.19.1.03
EDN: HMRUWD
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.
Supporting agencies: The paper is a part of the project “The Role of Linguistic Features of Speech in Effective Teaching Practices: A Corpus-based and Psycholinguistic Study”, supported by St. Petersburg State University (project ID 101747352)
About the Authors
I. Mamaev
Saint Petersburg State University;
Baltic State Technical University “Voenmeh” named after D.F. Ustinov
Russian Federation
Russian Federation
Saint Petersburg
M. Khokhlova
Saint Petersburg State University
Russian Federation
Russian Federation
Saint Petersburg
M. Dayter
Saint Petersburg State University
Russian Federation
Russian Federation
Saint Petersburg
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For citations:
Mamaev I., Khokhlova M., Dayter M. Lessons of Secondary School Teachers: From Automatic Speech Analysis to the Markers of Effective Teaching Practices. Education and Self-Development. 2024;19(1):27-37. https://doi.org/10.26907/esd.19.1.03. EDN: HMRUWD
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