Speech as Action in the Classroom: Semiotic Regulation of Cognitive Processes

Santos, Francyelly Oliveira Pereira dos; Correia, Mônica de Fátima Batista; Bezerra, Henrique Jorge Simões

doi:10.1590/0102.3772e3633

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School and Developmental Psychology • Psic.: Teor. e Pesq. 36 • 2020 • https://doi.org/10.1590/0102.3772e3633 copy

Speech as Action in the Classroom: Semiotic Regulation of Cognitive Processes

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This article investigated how determined linguistic actions, the speech acts, create favorable conditions for the emergence and maintenance of Zones of Proximal Development (ZPDs), therefore of cognitive actions. A geography classroom setting of sixth year elementary school was analyzed. “The relief and its agents" was the main conversational topic. Through interactional analysis and videography, we identified patterns in the categories of speech acts used in class. Some types of speech acts were used for to maintain didactic contract and others speech acts were used to clarify school contents. These patterns provide favorable conditions for emergency and maintenance of ZPDs, which were understood as symbolic space built along the discourse of participants, and that promote learning.

Keywords:
zone of proximal development; cognitive processes; semiotic regulation; speech acts; didactic contract

Speaker	Referent	Predictive	Strength	Interlocutor	Effect
Example 1^a Teacher	Test	L.7/8 We have to talk about the reliefs. PSIU::I’m going to talk to.	Directive	Student	Reduce the conversation
Teacher	Test	L.8/9 I’m going to talk to V. YES, LOVE. I WANT TO KNOW WHAT YOU ARE TALKING ABOUT TOO. = ((teacher calls the attention of a student in the back of the class)) (.) Thank you (0.8)	Indirect (irony)	Student	Stop the conversation
Example 2^b Teacher	Tectonic Plates	L. 169 SO, SEE HERE. The tectonic plates, they have, they are rocky pieces PSI::U: (.) rocky pieces are broken. So, look, the tectonic plates, they don’t have rocky pieces.	Directive	Students	Reduce the noise
Teacher	Tectonic Plates	L.169/170 rocky pieces are broken, fragmented. That moves because of the constant (boiling) of the magma (.) ISN’T IT, KITTEN? (.) meows and drinks milk	Indirect (irony)	Student	Turns the attention to the teacher

Speaker	Referent	Predictive	Strength	Interlocutor	Effect
Example 1^a Teacher	Relief	L. 47/48 Of course you were paying attention, so tell me, what is a relief? Because I just forgot HUM::, (.) do you know that score system, you lost more ten points.	Commissioner	Student	Remain silent
Teacher	Relief	L 48/49/50/51 You lost more ten points. PSIU:::: YOU, my love, that were in front of me, what is relief? ((The teacher points to a student. He shakes the head in a negative gesture))	Directive	Student	Remain silent
Teacher	Relief	L 51 °minus ten for you too. (( teacher remind of the “score system” for the answer for the question))	Commissioner	Student	Remain silent
Example 2^b Teacher	External agents	L. 251 : the meteor can’t be the external agent, guys. PSIU psiu	Directive	Students	The noise decreases
Teacher	External agents	L. 252 want to talk to we (.) us (( The teacher makes a gesture to indicate that they have to raise their hands to talk.))	Commissioner	Students	One student talks and the other one raises a hand
Teacher	External agents	L. 332 ((A lot of questions about meteors came up)) psiu (.) it only has the right	Directive	Students	The noise decreases
Teacher	External agents	L. 332: it only has the right to talk to not continuing the noise because the classroom is full (.) who does what the does (.) raise the hand (.)	Commissioner	Students	Some students raise their hands.

Speaker	Referent	Predictive	Strength	Interlocutor	Effect
Example 1 Teacher	Internal Agents	L. 128/129/130/131/132/133 (.) So the volcano(.) it is the result of the movement of the tectonic plates (.) the magma (.) is exists in high temperature(.) so it bubbles do you remember of the sugar thing (.) the girls, righ (.) when we’re going to make milk pudding, we don’t have to (.) take the sugar (.) also it is delicious but we ( ) you boys, we are going to give some tips right, The milk pudding SYRUP is made of sugar (.) then we take the sugar and let it bake(.) when it hits high temperature it becomes kind of pasty right. so, this paste is very hot so it is like the magma ok.	Assertive	Students	Interact with the teacher during the explanation of how the milk pudding is made.

Speaker	Referent	Predictiveness	Strength	Interlocutor	Effect
Example 1 Teacher	Internal agents	L.75 ((the teacher asks for and example of external agents)) Seaquake very good	Expressive	Student	More students answer
Example 2^b Teacher	Earthquake/Tectonic plates	L. 220/221 see the the:: PSI:::U listen, he did a interesting question he asked it was like happened in Japan right (.)	Expressive	Student	The other students remain attentive
Teacher and Students	Tectonic plates	L. 225 ((Teacher)) here we have the Equator line ok (.) Tropic of Cancer (.) PSIU (0.6) L.226 ((Students)) Capricorn L. 227 ((Teacher)) Very good who said that	Expressive	Student	A students points to the other

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