Baseline analysis of 600 teacher monologue utterances found most trainees made few mistakes, pointing to need for systematic work on oral text¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: baselines and conditions change

Subclaims¶

q2 i? In the diagnostic phase, 70% of trainees committed from 1 to 4 mistakes in monologue utterances analyzed on three levels. → Khairova and Egamberdieva 2016

Evidence¶

Khairova and Egamberdieva 2016¶

Irina V. Khairova & Nodira M. Egamberdieva. (2016). Communicatively Developing Technology of Speech Activation of Tatar Schools` Teachers. International Journal of Environmental & Science Education, 11(4), 433-451. https://eric.ed.gov/?id=EJ1094593

q2 · i? · causal · r1

Diagnostic analysis of teachers' utterances on different themes, conducted on three levels including "inter phrase connection (IPC)"; the article separately reports that 70% of trainees committed from 1 to 4 mistakes.

"In total 600 monologue utterances of teachers were analyzed. The analysis was conducted on 3 levels: 1) inter phrase connection (IPC), 2) structural and semantic speech organization; 3) stylistic differentiation of speech."

Discussion¶

Related Claims¶

• The intervention significantly increased teachers' noticing of six dialogic attributes — persuasive interaction, one leads and another is led, agreement and collective attention, students have equal status, dialogic gap, and monologue — but not of dialogue-expansion attributes — related
• Tatar-school teachers in course groups taught with communicatively developing methods scored higher than control groups on eight oral-speech characteristics, with no sample size or statistical test reported — related