The Meaning Construction of Evaluative Revoicing in Classrooms from the Perspective of the Positioning Theory
This article explores the meaning construction of evaluative revoicing in classrooms from the perspective of the Positioning Theory.Through the analysis of evaluative classroom revoicing in 14 primary school mathematics classes,this paper presents the discourse manifestations of evaluative classroom revoicing and analyzes the meaning construction in evaluative classroom revoicing from the perspective of the Positioning Theory.The study found that teachers'evaluative classroom revoicing guided students to reach consensus on a certain issue through supplementation or integration;created opportunities for students to make self-repair through ostensible or substantive questioning;and guided students to establish the identity of evaluators through restrictive or holistic evaluation evasion.Based on the findings,this paper discussed the flexibility of evaluative classroom revoicing in China,the positions and the identity of teachers,and provided relevant implications.
revoicingevaluative revoicing in classroomsclassroom assessmentdiscourse strategiesthe Positioning Theory
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