Unit:
Department of Early Childhood EducationLibrary of the School of Education
Author:
Boutzarelou Maria
Dissertation committee:
Αλεξάνδρα Βασιλοπούλου
Επίκουρη Καθηγήτρια του Tμήματος
Eκπαίδευσης και Aγωγής στην Προσχολική
ηλικία του Εθνικού και Καποδιστριακού
Πανεπιστημίου Αθηνών.
Δήμητρα Κατή
Oμότιμη Καθηγήτρια του Τμήματος Εκπαίδευσης και
Αγωγής στην Προσχολική ηλικία του Εθνικού και
Καποδιστριακού Πανεπιστημίου Αθηνών.
Αργύρης Αρχάκης
Καθηγητής του Τμήματος Φιλολογίας του
Πανεπιστημίου Πατρών.
Θεοδοσία-Σούλα Παυλίδου
Ομότιμη Καθηγήτρια του Τμήματος Φιλολογίας του
Αριστοτέλειου Πανεπιστημίου Θεσσαλονίκης.
Βασιλική Τσάκωνα
Αναπληρώτρια Καθηγήτρια του Τμήματος Εκπαίδευσης
και Αγωγής στην Προσχολική ηλικία του Εθνικού και
Καποδιστριακού Πανεπιστημίου Αθηνών.
Μαριάνθη Γεωργαλίδου
Καθηγήτρια του Τμήματος Μεσογειακών Σπουδών στο
Πανεπιστήμιο Αιγαίου.
Μαρία Ιακώβου
Aναπληρώτρια Καθηγήτρια του Τμήματος Φιλολογίας
του Εθνικού και Καποδιστριακού Πανεπιστημίου
Αθηνών.
Original Title:
Η συνομιλιακή διόρθωση στο ελληνικό νηπιαγωγείο: μια μελέτη της αυτοδιόρθωσης των παιδιών
Translated title:
Conversational repair in Greek kindergarten schools: a study of children's self-repair practices
Summary:
The aim of this dissertation is to achieve a deeper understanding of the educational
process through the examination of conversations between teachers and students in
kindergarten. To achieve this aim, the theoretical and methodological approach of
Conversation Analysis (CA) is applied. The data consists of 28 hours of conversations
between teachers and students in public kindergarten schools in the prefecture of
Attica. Specifically, this study examines the types of self-repair in children’s speech
and action and especially the following aspects: Who initiates self-repair and who
completes it, through what means it is initiated and completed, its place in the turn
and sequence, the actions it performs and its effect on the progress of conversation.
The findings show that children carry out self-initiated self-repair, they clarify and
enrich the content of their turns and they maintain progressivity in their speech.
Additionally, when repair is initiated by the teacher(s) it also contributes to the
completion of pedagogic tasks and the achievement of varied learning objectives. By
focusing on the details of conversation between teachers and children, this thesis
highlights repair as a collaborative social act through which mutual understanding,
teaching and learning are promoted in kindergarten.
Main subject category:
Language – Literature
Keywords:
Conversation analysis, educational discourse, conversational repair, self-initiated self-repair, other-initiated self-repair.
Number of references:
285
