A Dangerous Benefit: Dialogue, Discourse, and Michel Foucault's Critique of Representation

Dialogue has been analyzed by educational theorists mainly from a perspective of representation. However, social theory on language has long questioned whether representation is the primary function of language. Thus, educational debates over the uses and abuses of dialogue entail a blind spot. What if dialogue works in ways that are not representational? What if dialogue is, rather, to be understood as both representation and discourse? In this article, the author argues that dialogue must be understood in both ways. As such, dialogue may be a representational benefit, but it is also a discursive danger.     

大学生英语写作能力的培养与精读课教学

英语写作是语言的输出。输出水平体现着输入质量的高低。大学精读课作为一门语言输入与输出并重的主干课，在传授英语知识和训练英语技能方面有着其他专业课无法取代的优势。加强精读课中的词汇语法知识以及语篇教学在培养学生的写作能力方面发挥着的重要作用。     

Learning opportunities from group discussions: warrants become the objects of debate

In the mathematics education literature, there is currently a debate about the mechanisms by which group discussion can contribute to mathematical learning and under what conditions this learning is likely to occur. In this paper, we contribute to this debate by illustrating three learning opportunities that group discussions can create. In analyzing a videotaped episode of eight middle school students discussing a statistical problem, we observed that these students frequently challenged the arguments that their colleagues presented. These challenges invited students to be explicit about what mathematical principles, or warrants, they were implicitly using as a basis for their mathematical claims, in some cases recognize the modes of reasoning they were using were invalid and reject these modes of reasoning, and in other cases, attempt to provide deductive support to justify why their modes of reasoning were appropriate. We then describe what social and environmental conditions allowed the discussion analyzed in this paper to occur.

从批评性话语分析的角度看意识形态对翻译的操纵

翻译不是简单的语言转换的游戏,而是蕴涵着强烈意识形态和政治动机的行为.翻译的全过程--从文本的选择,策略的选取到译文的接受,无不受到意识形态的制约.因此必须借助批评性话语分析理论,把翻译放到社会和文化的环境中去研究,才能进一步拓宽翻译研究的领域.     

浅析批评性话语分析对翻译的启示

传统的翻译注重的多是原著与译著之间的文本对比，在一定程度上忽略了原著的语用意义，以及部分译著的文学和社会价值。个案结果显示：将批评性话语分析理论应用于翻译实践和翻译批评，其中的系统功能语法分析能帮助译者更深刻地理解原著的文化意义和语用意义；批评性话语分析中的社会历史分析法能帮助翻译批评工作者更客观地发现译著的文学和社会价值。     

Performance power: the impact of neoliberalism on social justice educators’ ways of speaking about their educational practice

ABSTRACT

Few studies have attended to the specific influence of neoliberalism on education for social justice, despite the complex ways in which the competing discourses of neoliberalism and social justice work side by side in local educational settings. This article reports data derived from interviews with 28 educators committed to social justice education from across Ontario, Canada. Participants were asked how they perceived the impact of neoliberalism on education and on their teaching practice. Findings were interpreted through critical democratic theory and discourse analysis. An unanticipated finding is the influence of neoliberal discourse on the ways that educators spoke about their teaching practice for social justice. The study found that discourse of performance is one arena where competing discourses of neoliberalism and social justice not only coexist but also intersect. This finding has important implications for the transformative potential of social justice education through more concentrated attention to the power embedded in everyday speech acts. Attending more to the performative potential of neoliberal discourse toward social justice ends can be a mechanism for resistance and teacher agency.     

Counselling in a Discursive World

Dominant psychological theories receive ongoing criticism for their reliance on deficit-based models of human being and an adherence to individualistic notions of social action. Recent offerings from the fields of discursive psychology and community psychology provide counsellors with alternative conceptual and practical resources for strategic engagement. This paper briefly introduces both areas and suggests how they may contribute to counselling in educational settings. An example is given showing how discourse works through language to construct and inform accounts of school exclusion. The primary question for each of us, counsellors and community members alike, is whether prevailing constructions promote (or discourage) the mental health of school communities.     

言语交际中you know的语用功能

本文对言语交际中的话语标记语you know在具体语境条件下的语用功能进行探讨与辨析。分析话语标记语的部分特征与功能,指出它的元语言功能。重点分析you know在交际中的提醒功能,以及对增加说话人和听话人之间认知共性所产生的影响等,交际中类似标记语的出现实际上是交际顺应的需要与结果。     

图式在语篇连贯中的运用

以往研究语篇连贯多从语言因素的角度出发,文章以Brown和Yule对图式(schema)的阐释为基础,探讨了语言外因素,如世界知识和先前经验在语义连贯中所起的重要作用以及图式理论对语言教学的现实意义。     

话语分析理论对预科口语教学的启示

日常会话看起来是无规律可循的，其实会话也是有结构、动机和一定表达意义的活动。研究这一活动，不仅可以填补语言研究的空白，而且可以促进当今社会语言教育的发展。本文拟从话语分析发展的过程、话语分析理论，话语分析结构理论的角度来探讨它在第二语言教育中所起的作用。