Boys’ and girls’ conversational participation across four grade levels in Norwegian classrooms: taking the floor or being given the floor?     

Vibeke Gr⊘ver Aukrust 《Gender and education》2008,20(3):237-252

The participation of girls and boys in teacher‐led classroom conversations in Norway was examined across four grade levels (first, third, sixth and ninth). Boys participated more across all grade levels. The difference in girls’ and boys’ participation was least in the first grade and greatest in the ninth grade. A greater proportion of the girls’ utterances was initiated by the teacher allocating turns. The boys had more overlapping utterances with the teacher and contributed more comments that were not invited by the teacher. The difference in girls’ and boys’ participation was less in a classroom with a female rather than a male teacher. Boys made many uninvited comments in classrooms with male teachers. The discussion draws attention to relationships between conversation participation and learning, between participation and influence, and between participation and developing skills to take the floor in public.  相似文献   

Qualitative Methods and the ‘Analytic Gaze:’ An Affirmation of Scientism?     

Douglas Macbeth 《Interchange》1998,29(2):137-168

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Gender-based Differences on Chinese Conversational Exchanges:The Role of the Follow-up Move     

宋秀艳 《海外英语》2012,(14):237-240

Since Sinclair and Coulthard introduced the follow-up move in 1975,it has attracted a great deal of attention.However,most of the studies focus on English while Chinese has been neglected.This article aims to analyze Chinese conversational structure and investigate the role of the follow-up move.The present study is based on twenty natural Chinese conversations and Tsui’s(1994) conversational framework.As the result will show,the presence or absence of the follow-up move in Chinese conversations relies heavily on the interlocutors’gender.  相似文献