论言语体裁理论视角下的语篇交际能力培养

语篇是一个交际单位,语篇交际能力是交际主体必备的语文素养。修辞学、语篇分析等学科中的言语体裁研究起始和归宿于语言的交际运用研究。文本分析和写作指导都应有言语体裁理论视角,着力引导学生认知言语体裁使用的规范性、言语体裁的语篇交际功效及同一言语体裁的不同语篇组织的语境动态性,这是培养学生语篇交际能力的有效教学策略。     

A Critical Discourse Analysis of the Special Education Referral Process: A case study

In this article, I explore a case study of the special education referral process as an institutional site of exploring the intersection of power, discourse and subjectivities. I engage with critical Discourse Analysis (CDA) (Fairclough, Critical Discourse Analysis: the critical study of language , New York, Longman, 1995; Language and Power , London, Longman, 1989) as an analytic and social tool to uncover the webs of discursive practices involved in institutional decision-making. I focus on the process through which identities are constructed through discourse. I present three different interpretations from the beginning of the referral process: (1) the classroom teacher, (2) the remedial reading teacher, and (3) the parent of the child who was referred. In juxtaposing these interview texts I demonstrate how the teachers and June Treader, the parent, perceive the intention of the referral process differently. The school views the referral process as definitive while the mother views the referral as exploratory, to learn more about her daughter. I call on CDA--particularly the domains of discourse and style--as a means to explore and explain the differences in assumptions at the beginning of the referral process. This analysis demonstrates that despite the differences in interpretation at the beginning of the process there is remarkable similarity between the three participants around the values, beliefs and assumptions of 'schooled literacy'. This research suggests the need to expand on frameworks that conceptualize 'conflict' between discourse practices to consider the consequences of alignment.     

“This Group of Difficult Kids”: The Discourse Preservice English Teachers Use to Label Students

This study attempts to understand how achievement gap Discourse might be present in preservice teachers' (PSTs) Discourse about students they found challenging to teach. Using a Discourse analytic approach, the project considers: How do PSTs describe challenging students in their written reflections? Do PSTs draw on students' multiple identities? Findings reveal PSTs are taking up a Discourse prevalent in today's educational environment in which students, particularly ethnically and linguistically diverse students, are discussed in terms of inadequacy. PSTs typically describe students in terms of a single label, rather than as having multiple identities. Implications include that PSTs might enter teaching with a limited view and incomplete understanding of students and that even a teacher-education program aimed at pushing PSTs to question their assumptions about students might be reifying a systemwide Discourse that identifies students based on labels—sometimes deficit-oriented labels—rather than fuller understandings of students.     

Discursive identity: Assimilation into the culture of science and its implications for minority students

This study examined how, in some instances, participation in the cultural practices of high school science classrooms created intrapersonal conflict for ethnic minority students. Discourse analysis of videotaped science classroom activities, lectures, and laboratories was the primary methodology employed for analyzing students' discursive identity development. This analysis demonstrated differential appropriation of science discourse as four significant domains of discursive identities emerged: Opposition status, Maintenance status, Incorporation status, and Proficiency status. Students characterized as Opposition Status avoided use of science discourse. Students who exhibited Maintenance Status illustrated a commitment to maintaining their normative discourse behavior, despite a demonstrated ability to appropriate science discourse. Students characterized as Incorporation Status made active attempts to incorporate science discourse into their normative speech patterns, while Proficiency Status students demonstrated a fluency in applying scientific discursive. Implications for science education emerging from the study include the illumination of the need to make the use of specific scientific discourse an explicit component of classroom curriculum. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 810–834, 2004     

Interrupting Discourses Around Gender Through Collective Memory Work and Collaborative Curriculum Research in Middle School

Many schools in recent years have implemented curricular projects to 'deal with' homophobia and sexism as problems that affect adolescent students and make schools unsafe. The ways in which we, as teachers and researchers, confront such problems, however, depends upon how we view their power within schools. When viewed as discursive elements of a generally heteronormative school environment, gender and sexuality norms become more complicated and subtle, as they are a part of systems of language, actions, and expectations that can be difficult to problematize with students and teachers. Drawing on feminist post-structuralist theory related to normativity and discourse analysis, our research looks at two middle-school projects aimed at interrupting heteronormative thinking by including students in the process of analyzing and re-creating school discourse. In one project, a whole class looks at gender identity formation through analyzing collective memory works collaboratively with the teacher. In the second project, a smaller group of girls works to re-think ways that the science/math curriculum could be more responsive to girls, in the end also analyzing the work that comes out of the collaboration. Together, the projects raise important questions about the effectiveness of such curricular projects, the power of school language around 'adolescence', and the potential for addressing gender normativity on the level of discourse, especially in the face of such powerful ideas of gender/sexuality in the middle grades.     

浅议语篇分析理论在大学英语教学中的应用

语篇分析理论对外语教学产生了深远的影响,语篇分析的运用不仅有助于学生语言能力的提高,而且有助于学生交际能力的培养.本文通过对大学英语语篇分析教学的理论依据,着重阐述了语篇分析教学在大学英语学习中所起的促进作用.     

论认知语境对话语理解的制约作用

认知语境在话语理解中占有十分重要的地位,它揭示了话语理解的认知心理依据,制约着对语言的理解。话语理解与人的思维活动是密不可分的,它们相互作用、相互影响。本文探讨了认知语境与话语理解之间的关系及其制约作用。     

Situating Multiethnic Identity: Contributions of Discourse Theory to the Study of Mixed Heritage Students

The article considers the contributions of Gee's Discourse theory to the study of multiethnic identity among mixed heritage students. By framing experience within social context, activity, and interaction, I argue that Discourse theory facilitates a conceptualization of ethnic identity as a situated phenomenon emerging at the intersection of the individual and the collective. Drawing on the life histories of a diverse group of mixed heritage students, the article details how Discourse theory provides a particularly powerful lens for exploring the social processes influencing identity development across contexts, such as those related to enculturation within multiple heritage communities.     

Resisting magic waves: ideologies of “English language teaching” in Iranian newspaper advertisements

Discourse practices play crucial roles in shaping the cultural environment of social events and, therefore, influence how they actually take place. Promotional materials and media advertisements are significant instances of such discourses through which understandings of social practices, including language education, are both reflected and shaped. In this study, I explore the advertisements of Iranian private language teaching institutes appearing in Hamshahri newspaper to uncover ideologies behind them and to examine the subtleties of how the advertisements represent and at the same time reproduce the ideological assumptions regarding “English language teaching” in Iran. A contextual investigation of ideological presuppositions underlying the discourse of these advertisements reveals that they tend to reproduce mystified instrumentalist images of language learning. From a critical view of language education, I discuss this simplistic ideological representation and the obligation of the profession of language education to address it.     

Development as Discourse: What relevance to education?

Regarding 'development' as a constructed and contested concept can enable us working in international education to re-examine our assumptions and approaches as 'developers'. Given its theoretical origins in post-modern, post-colonial and feminist thought, the concept of development as discourse implies more than simply 'development speak' and can provide a way into analysing relationships around knowledge and power. Stressing that there are many overlapping discourses, rather than just one Development Discourse, I explore in this paper the insights gained, methods used and constraints faced when using this approach during fieldwork in Nepal. Practical situations like literacy classes or meetings, and texts such as funding proposals or students' writing, illustrate how analysis of development discourses can bring out new dimensions relevant to training and planning. Moving from this micro-level to a wider context, I argue that the ideological dimension of educational planning and policy needs to be recognized and analysed through a focus on discourse. Instead of suggesting that a certain policy succeeds or fails in 'technical' terms, policy makers can then begin to ask different questions which acknowledge the political agendas of the various development players and allow for a greater variety of voices to be heard.     

Let them eat Shakespeare: prescribed authors and the National Curriculum

In this article, we examine the debate that surrounds prescribed reading lists in the English National Curriculum. In particular, we attempt to locate the role which ideas about heritage and social and moral values have played in constructing this debate. We begin by examining the English National Curriculum's origin in the 1980s as a conservative exercise in stemming cultural crisis, and the discourse about literature's role in the curriculum which this helped construct. We then examine how this discourse has influenced, and continues to influence, the educational policy of prescribing a list of authors and consider the assumptions that are embedded in this policy. Finally, we reflect upon how the material conditions of the classroom provide a site of resistance, or difficulty, for the officially sanctioned discourse concerning literature's role in the curriculum.     

语篇分析与英语写作能力培养

语篇分析研究的是语篇中词与词、句与句、段与段的衔接与连贯,不同社会文化语境下思维方式的差异,不同语类的写作特点等方面,通过这些分析使学生从不同的角度理解文章,从宏观上把握文章的谋篇布局、结构层次,理解作者的观点和态度及阐释观点、表达感情的方法,了解不同语类的结构特点和语言特色。语篇分析帮助学生从衔接与连贯、社会文化语境、语类结构等方面来学习语篇,培养学生谋篇布局、合理运用语言、准确表达思想的能力。把语篇分析与英语写作能力的培养相结合,有助于学生进一步掌握不同语类的写作特点。     

Can collaborative concept mapping create mathematically productive discourses?

Four groups (three engineering students in each group)were videotaped while constructing concept maps in Linear Algebra. There are two aims of this study. The first is to characterize the discourse in the groups by addressing the following research questions: Do the students communicate in an effective way?Do the students' communications contain the elements typical for amathematically productive discourse? The analysis indicates that the communication among the students is effective and contains the elements that are characteristic for a mathematically productive interaction. The two types of methods used to analyze the data were focal and preoccupational analysis. The mathematical content and the coherence of the conversations were examined through focal analysis. The participants' engagement in the discourse was examined by preoccupational analysis, carried out by means of interactive flow chart. The second aim of this study is to evaluate the newly developed methodological framework used to characterize the discourses. The study shows that several aspects of the methodological framework need to be developed.     

浅谈职校英语的语篇分析教学的实施

职业学校的英语课程是一门主要的基础课。然而职校的学生的英语水平普遍都比较差,教师采用不同的教学方法能帮助学生调动学习积极性,提高他们学习英语的兴趣。语篇教学方法是其中的一个。语篇教学法能让学生掌握住基本的语言知识如词汇、短语、语法等,还能帮助学生感受整个语篇,理解语篇的意义,提高使用英语的能力。教师在使用语篇教学法时,要深入教材,透析文章,制定不同的教学手段,对自己的教学水平的提高也有一定的帮助。     

Commognitive conflicts as a learning mechanism towards explorative pedagogical discourse

This paper focuses on the discourse of teachers and instructors in a TEAMS (Teaching Exploratively for All Mathematics Students) professional development (PD) setting and on the discursive mechanisms that afford such learning. We conceptualize learning in this PD as a change in a teacher's pedagogical discourse—from alignment with Delivery Pedagogical Discourse (DPD) to alignment with Explorative Pedagogical Discourse (EPD). This change in pedagogical discourse involves commognitive conflicts between the DPD and EPD. Data for the study include 8 videotaped sessions from a 2-year TEAMS PD for middle school mathematics teachers. Results show that conflict revolved around four themes. The most common was about students' abilities and its relation to instruction. The others were: Who is responsible for constructing mathematics knowledge in class? Limited view of the EPD, and what is considered ordinary instruction? We also identified four levels of conflict, ranging from commognitive conflict that is implicit to the participants, to conflict that is made explicit and reflected upon. Finally, results show movement from implicit conflict towards explication of conflict during the two years of the PD.

     

浅议话语分析与外语教学

话语分析是被同一个语言交际圈中的成员所使用的语言检查手段。对外语老师来说，话语分析不仅仅是调查他们自己教学实践的研究方法，而且也是研究语言学习者之间交互作用的一种工具。本文讨论了话语分析和第二语言教学之间的相互关系，并指出语言学习者如何使用话语分析探究语言是什么的问题，以及如何应用话语分析在不同的语境中达成交际目的。本文还讨论了如何利用话语分析创建更准确的第二语言学习环境，从而鼓励学习者更有效地利用第二语言达到交际目的。     

高职院校英语语篇教学中的跨文化意识培养

语言与文化是紧密联系在一起的,学习一门语言,就必须要了解该语言的文化。语篇教学是学习语言的重要途径,语篇大都是讲述一个情景,或生活交往、或商务交往、或社会现象等,都包含了一些文化在里面。尤其是对外语的学习,通过外语语篇教学,有针对性地对学生的跨文化意识进行培养,已经成为学习外语的绝佳途径。文章就高职院校英语语篇教学中的跨文化意识培养做几点探讨,希望能给广大高职院校学习英语的师生们带来一些帮助。     

REJOINDER

In this paper, we explore the influence of the teacher on the language games being played in a Grade 3 mathematics classroom. The kinds of listening strategies used by the teacher seemed to have an impact on the kind of language game being played as a small group of students engaged in a problem‐solving activity. Understanding classroom conversation from a language‐games perspective is used to explore the kinds of sense‐making, student engagement, and new understandings evolving through classroom discourse. Language games may also be important for encouraging students to extend and transform their understandings. We describe how learning to ‘teach etcetera’ as a way of helping students ‘see‐as’ and move beyond narrowly defined predetermined content may entail playing more open‐ended language games and learning how to ‘listen’.     

多视角下的语篇与世界之关系

语篇与其所反映的世界是相互影响、不可分割的。Johnstone在其《话语分析》一书中,从批评话语分析、语篇的照应和语篇的理解、萨丕尔-沃尔夫假说以及新马克思主义等四个角度探讨了语篇与世界之间的关系。其中批评话语分析作为一种语言分析的方法,已为许多社会科学所用,并贯穿文章始终;语篇照应和理解是从认知的角度认识心理表征;萨丕尔-沃尔夫假说则从语言与思维的辩证关系着手;新马克思主义角度则把语篇的社会性理论与语篇分析方法相结合,从而比较全面地揭示了语篇与世界的关系。