Exploratory Talk for Learning

By Douglas Barnes. 2008

280 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/91c27622fabf84d11e535fda73022e9f038b4473

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Neil Mercer
2. Craig Lambert
3. Maureen P. Boyd
4. Sachiko Nakamura
5. Jenefer Philp
6. Christine Howe
7. Y. Lo
8. Donald J. Leu

In Education

1. Neil Mercer
2. Craig Lambert
3. Sachiko Nakamura
4. Jenefer Philp
5. Christine Howe
6. Maureen P. Boyd
7. Y. Lo
8. Xuyan Qiu

Citations in the corpus

• Learner-generated content and engagement in second language task performance (2017, background): “Philp and Duchesne (2016) suggest that further indicators of cognitive engagement include private speech and exploratory talk (see Barnes, 2008), demonstrated by phrases such as ‘I think’, by causal connectives such as ‘because’, questions, and argument or disagreement that reflects reasoning or…”
• Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory (2012, background): “An important early study of students' talk in groups was carried out in the 1970s by Barnes and Todd (1977) (see also Barnes, 2008; Barnes & Todd, 1995, for reflective accounts of this research).”
• Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use (2017, background): “Philp and Duchesne (2016) suggest the investigation of exploratory talk and propose elaborative clauses as other possible indicators (see Barnes, 2008; Lambert, Philp & Nakamura, 2017; Mercer & Dawes, 2008).”
• Relations Between Teacher Questioning and Student Talk in One Elementary ELL Classroom (2015, background): “There is a need for exploratory talk, for students to “try out ideas, to hear how they sound, to see what others make of them, to arrange information and ideas into different patterns” (Barnes, 2008, p. 5).”
• The Social Brain, Language, and Goal-Directed Collective Thinking: A Social Conception of Cognition and Its Implications for Understanding How We Think, Teach, and Learn (2013, background): “…dialogue in problemsolving groups to be productive (in terms of assisting problem solving, learning, and the development of understanding), it should have the characteristics of what my colleagues and I have called Exploratory Talk (a term originally used by Barnes, 1976; see also Barnes, 2008).”
• Exploring Engagement in Tasks in the Language Classroom (2016, methodology): “Further indicators of cognitive engagement could include private speech and exploratory talk (see Barnes, 2008; Mercer & Dawes, 2008). Evidence may come from audio and visual data, lesson transcripts, and observations, or indirectly through retrospective questionnaires and interviews such as stimula”
• Working on Understanding During Collaborative Online Reading (2012, background): “Students acquire knowledge when they work on their understanding and relate new ideas and ways of thinking to their existing view of the world (Barnes, 2008; Kukla, 2000).”