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E-raamat: Researching Classroom Discourse: A Student Guide [Taylor & Francis e-raamat]

(University of South Dakota, Vermillion, SD, USA)
  • Formaat: 196 pages, 33 Tables, black and white; 8 Line drawings, black and white; 8 Illustrations, black and white
  • Ilmumisaeg: 15-Jul-2020
  • Kirjastus: Routledge
  • ISBN-13: 9780429264023
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  • Taylor & Francis e-raamat
  • Hind: 161,57 €*
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Researching Classroom Discourse: A Student GuideSuurem pilt
  • Formaat: 196 pages, 33 Tables, black and white; 8 Line drawings, black and white; 8 Illustrations, black and white
  • Ilmumisaeg: 15-Jul-2020
  • Kirjastus: Routledge
  • ISBN-13: 9780429264023
Teised raamatud teemal:
Taylor & Francis e-raamatudRohkem infot Taylor & Francis e-raamatute kohta
Raamatu kodulehekülg: https://www.taylorfrancis.com/books/9780429264023
"This practical guide to doing classroom discourse research provides a comprehensive overview of the research process. Bringing together both discourse analysis and classroom discourse research, this book helps readers to develop the analytic and rhetorical skills needed to conduct, and write about, the discourse of teaching and learning. Offering step-by-step guidance, each chapter is written so that readers can put the theoretical and methodological issues of classroom discourse analysis into practice while writing an academic paper. Chapters are organized around three stages of research: planning, analyzing, and understanding and reporting. Reflective questions and discourse examples are used throughout the book to assist readers. This book is essential reading for courses on classroom discourse or thesis writing and a key supplementary resource for research methods, discourse analysis, or language teaching and learning"--

This practical guide to doing classroom discourse research provides a comprehensive overview of the research process. Bringing together both discourse analysis and classroom discourse research, this book helps readers to develop the analytic and rhetorical skills needed to conduct, and write about, the discourse of teaching and learning.

Offering step-by-step guidance, each chapter is written so that readers can put the theoretical and methodological issues of classroom discourse analysis into practice while writing an academic paper. Chapters are organized around three stages of research: planning, analyzing, and understanding and reporting. Reflective questions and discourse examples are used throughout the book to assist readers.

This book is essential reading for courses on classroom discourse or thesis writing and a key supplementary resource for research methods, discourse analysis, or language teaching and learning.

Preface ix
PART I Planning
1(42)
1 What is classroom discourse analysis?
3(17)
1.1 What is classroom discourse?
4(9)
1.1.1 Classrooms
5(4)
1.1.2 Discourse
9(4)
1.2 What is discourse analysis?
13(3)
1.3 Why do classroom discourse research?
16(3)
1.4 Creating a plan for classroom discourse research
19(1)
2 The logistics of classroom discourse research
20(23)
2.1 Practical considerations
21(5)
2.1.1 Access
21(2)
2.1.2 Time
23(1)
2.1.3 Technology
23(1)
2.1.4 Ethics
24(2)
2.1.5 Empirical issues
26(1)
2.2 Collecting data
26(8)
2.2.1 Recording data
27(6)
2.2.2 Managing data sets
33(1)
2.2.3 Making sense of your data
33(1)
2.3 Transcribing your data
34(9)
2.3.1 Open and dosed transcripts
34(2)
2.3.2 Representation and transformation
36(3)
2.3.3 Transcription practices
39(4)
PART II Analyzing
43(90)
3 Conversation analysis
45(20)
3.1 What can I investigate?
47(12)
3.1.1 Turn-taking
47(5)
3.1.2 Turn shape and placement
52(3)
3.1.3 Repair
55(2)
3.1.4 Interactional competence
57(2)
3.2 What are the methodological considerations?
59(4)
3.3 Key terms, constructs, and people
63(2)
4 Discourse analysis
65(23)
4.1 What can I investigate?
67(16)
4.1.1 Triadic dialogue: IRF/IRE sequence
67(4)
4.1.2 Floor management
71(4)
4.1.3 Teacher questions
75(4)
4.1.4 Discourse markers
79(4)
4.2 What are the methodological considerations?
83(3)
4.3 Key terms, constructs, and people
86(2)
5 Critical discourse analysis
88(22)
5.1 What can I investigate?
89(16)
5.1.1 Power
90(4)
5.1.2 Language ideologies
94(3)
5.1.3 Neoliberalism
97(4)
5.1.4 Racism
101(4)
5.2 What are the methodological considerations?
105(3)
5.3 Key terms, constructs, and people
108(2)
6 Narrative analysis
110(23)
6.1 What can I investigate?
112(15)
6.1.1 Identities
112(3)
6.1.2 Teacher cognition
115(4)
6.1.3 Reflective practices
119(4)
6.1.4 Learner diaries
123(4)
6.2 What are the methodological considerations?
127(4)
6.3 Key terms, constructs, and people
131(2)
PART III Understanding and reporting
133(34)
7 Classroom ethnography
135(18)
7.1 Purpose and principles
137(1)
7.2 The importance of context
138(8)
7.2.1 Doing fieldwork
140(2)
7.2.2 Field notes
142(2)
7.2.3 Thick descriptions
144(2)
7.3 Understanding your context
146(5)
7.3.1 Ethnography of communication
146(3)
7.3.2 Autoethnography
149(2)
7.4 Key terms, constructs, and people
151(2)
8 Reporting and writing
153(14)
8.1 Purpose and principles
154(3)
8.2 Describing your research
157(5)
8.2.1 Identifying your objectives
158(1)
8.2.2 Reviewing the literature
158(3)
8.2.3 Explaining your study
161(1)
8.3 Presenting your data excerpts
162(3)
8.4 Key sections of a research report
165(2)
References 167(13)
Index 180
Christopher J. Jenks is a scholar of language, communication, and discourse. He has worked as a professor in a number of countries, including the United States, England, Hong Kong, and South Korea. Christopher specializes in the study of language in society and is particularly interested in the political and cultural implications of the global spread of English.
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