On Attitude and Language in Students’ Talk and Their Impact on Students’ Texts
Mats Gunnar Lindahl 1 * , Anne-Mari Folkesson 1
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1 Linnaeus University, SWEDEN* Corresponding Author


Students’ learning is assumed to be promoted through peer-group discussion. Most studies show the presence of qualitative improvements in either oral or written reasoning as a result of such interactions. However, knowledge on the relationship between talk qualities and text qualities is scarce.

Material and methods:
We adopt an explorative design using statistical analyses of students’ talk and texts to estimate the relationships between theoretically-based concepts of attitude and sociolinguistic code.

The operationalized concepts can be validated using statistical analyses. Linear regression shows that Elaborated code in students’ talk has no impact on students’ texts. Furthermore, Restricted code in talk is detrimental to students’ use of Elaborated code in texts. This relationship is also found at the group level.

Students’ expression of open-mindedness in their texts depends on their use of Elaborated code. Teachers must support students in using Elaborated code in their texts and avoiding Restricted code in their talk.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 12, Issue 8, August 2016, 2199-2221


Publication date: 02 Jul 2016

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