Articles liés à Acting Out Participant Examples in the Classroom

Acting Out Participant Examples in the Classroom - Couverture rigide

Wortham, Stanton E.F.

 
9789027250421: Acting Out Participant Examples in the Classroom
Couverture rigide
ISBN 10 : 9027250421 ISBN 13 : 9789027250421
Editeur : John Benjamins Publishing Co, 1994

Synopsis

This volume explores a relational pattern that occurs during one type of speech event ― classroom “participant examples.” A participant example describes, as an example of something, an event that includes at least one person also participating in the conversation. Participants with a role in the example have two relevant identities ― as a student or teacher in the classroom, and as a character in whatever event is described as the example. This study reports that in some cases speakers not only discuss, but also act out the roles assigned to them in participant examples. That is, speakers do, with each other, what they are talking about as the content of the example. Participants act as if events described as the example provide a script for their interaction. Drawing on linguistic pragmatics and interactional sociolinguistics, the author describes the linguistic mechanisms that speakers use to act out participant examples. He focuses on the role of deictics, and personal pronouns in particular, in establishing and organizing relationships. The volume also presents a new methodological technique ― “deictic mapping” ― that can be used to uncover interactional organization in all sorts of speech events. Drawing on the philosophy and sociology of education, the volume discusses the social and educational implications of enacted participant examples. Educational theorists generally find participant examples to be cognitively useful, as devices to help students understand pedagogical content. But enacted participant examples have systematic relational consequences as well. The volume presents and discusses enacted participant examples that have clear, and sometimes undesirable, social consequences. It also discusses how we might adjust educational theory and practice, given the relational implications of classroom participant examples.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

Présentation de l'éditeur

This volume explores a relational pattern that occurs during one type of speech event — classroom “participant examples.” A participant example describes, as an example of something, an event that includes at least one person also participating in the conversation. Participants with a role in the example have two relevant identities — as a student or teacher in the classroom, and as a character in whatever event is described as the example. This study reports that in some cases speakers not only discuss, but also act out the roles assigned to them in participant examples. That is, speakers do, with each other, what they are talking about as the content of the example. Participants act as if events described as the example provide a script for their interaction. Drawing on linguistic pragmatics and interactional sociolinguistics, the author describes the linguistic mechanisms that speakers use to act out participant examples. He focuses on the role of deictics, and personal pronouns in particular, in establishing and organizing relationships. The volume also presents a new methodological technique — “deictic mapping” — that can be used to uncover interactional organization in all sorts of speech events. Drawing on the philosophy and sociology of education, the volume discusses the social and educational implications of enacted participant examples. Educational theorists generally find participant examples to be cognitively useful, as devices to help students understand pedagogical content. But enacted participant examples have systematic relational consequences as well. The volume presents and discusses enacted participant examples that have clear, and sometimes undesirable, social consequences. It also discusses how we might adjust educational theory and practice, given the relational implications of classroom participant examples.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
John Benjamins Publishing Co
Date d'édition
1994
Langue
anglais
ISBN 10 
9027250421
ISBN 13 
9789027250421
Reliure
Relié
Nombre de pages
192
Coordonnées du fabricant
non disponible
Personne responsable
non disponible