Lessons of Secondary School Teachers: From Automatic Speech Analysis to the Markers of Effective Teaching Practices

Abstract

The problem of pedagogical discourse as a speech behavior form is a cutting-edge linguistic area. Within its framework, it is necessary to identify some lexical and semantic components that form a certain rhetorical and pedagogical ideal. To date, such studies are carried out manually. This paper describes the automatic study of pedagogical discourse. As part of the experiment, statistically significant discourse markers and patterns are extracted from the corpus of teachers’ speeches, such markers characterizing both general trends in teaching methods and idiostylistic characteristics of a particular teacher. The results of the marker analysis make it possible to form a preliminary list of speech patterns that beginner teachers can use.