Post-qualitative line of flight and the confabulative conversation: a methodological ethnography     

Lotta Johansson 《International journal of qualitative studies in education》2016,29(4):445-466

This paper is a methodological ethnography aiming to highlight the difficulties in using conventional methods in connection with an explorative philosophy; Deleuze and Guattari’s. Taking an empirical point of departure in conversations about the future with students in upper secondary school, the struggle to find a scientifically valid label through the focus group interview is outlined. However, combining the particular philosophy with a conventional qualitative method turned out to be an impossible aim since the ideals of the focus group interview departures in the image of stable subject simultaneously as the method is blemished by positivistic language and standards. By turning to post-qualitative research, which encourages new concepts and methods, the confabulative conversation was produced. Within these confabulative conversations, the aim has been to create a methodologically smooth space in order to enable movements beyond manifested knowledge in favor of the virtual and the not-yet-seen, and thus producing possibilities for something new.  相似文献   

Teacher–Child Conversation in the Preschool Classroom     

Susan L. Massey 《Early Childhood Education Journal》2004,31(4):227-231

This article explores conversations between preschool children and their teachers in the classroom environment. Teachers have an opportunity to engage students in cognitively challenging conversations at critical times during the day: book reading, playtime, and mealtimes. The article provides examples of the types of conversations preschool educators can model and facilitate in order to further develop a child's oral language and subsequent literacy skills during the school day.  相似文献   

英汉双语话语组合方式探析     

陈建文 《零陵学院学报》2005,(3)

话语分析主要研究大于句子的话语或篇章。它突破了主流语言学以句子为语言研究的最高形式,这就大大拓宽了语言的研究视野。话语分析是进行动态的分析,而理论语言学是进行静态的语言描写;前者是博采式的研究(in-widthapproach),后者是深探式的研究(in-depthapproach),二者呈现出互补的关系。  相似文献   

主题型网络学习社区对话的深层结构研究     

金涛 《广东技术师范学院学报》2011,(6):78-81

在端纳.劳拉德提出的学习过程中的会话模型基础之上,构建了一个主题型网络学习社区对话的深层结构模型,分别从操作交互、信息交互、概念交互三方面展示了对话过程.然后对这三类交互进行了详细的阐述,最后笔者提出了主题型网络学习社区进行对话的一些策略性建议,以期能提高对话的质量和深度并起到抛砖引玉的效果.  相似文献   

会话中的回声式反应——中国的大学专业英语学习者与英语本族语使用者对比研究     

李姝 《湖北第二师范学院学报》2012,(9):34-37

对来自西南大学的10位英语专业四年级学生进行了一个英语会话测试以便收集其会话语料,并对他们与Zhang(2002)所报告的本族语使用者在英语会话中使用回声式反应的比率进行了对比分析。结果显示,与本族语使用者相比,学生在英语交谈中,对回声式反应使用不足。该结果的启示是,应把英语本族语使用者的口语语料库作为中国大学的英语口语课程的材料编写的最有效的来源之一,以便于学习者观察和模仿到更为地道的英语口语表达。  相似文献   

会话里的协调——浅谈言语交往中的协调原则     

蔡佳立 《湖北广播电视大学学报》2012,(2):93-94

在言语交往中,除合作原则和礼貌原则之外,会话参与者还共同遵守协调原则。日常会话是一个互动的动态协调过程。协调的特点是双向和动态。本文尝试从语言学、语用学和文化三个方面论证协调原则的重要性。  相似文献   

汉语电视访谈中的敏感话题管理结构     

杨静萍  马春雷 《山西广播电视大学学报》2012,(4):54-56

敏感话题是我们日常生活中一种常见的语言现象。在此,我们试图通过会话分析这一研究方法,从敏感话题、次级话题和基础对这三个层面对汉语电视访谈中敏感话题管理的结构进行探究,以期找到使得话题得以转换的内在因素.  相似文献   

Supporting family conversations and children's STEM learning in a children's museum     

Catherine A. Haden  Erin A. Jant  Philip C. Hoffman  Maria Marcus  Jacqueline R. Geddes  Suzanne Gaskins 《Early childhood research quarterly》2014

This study tested the effectiveness of a facilitated educational program in a museum for promoting family conversations and children's learning about STEM. A sample of 130 families (71 European-American; 33 African-American; and 26 Hispanic-American) with children M age = 6.42 years were observed in a building construction exhibit. Prior to building, families were randomly assigned to conditions that varied in terms of the instructions about a key engineering principle and elaborative question-asking they received. Conversation instruction resulted in adults’ asking double the number of Wh-questions compared to families who did not receive the instruction. The building instruction was important in promoting increases in adults’ STEM-related talk during the building activity, as well as in the children's STEM talk when prompted for information about what they had learned. The effects of the instructions did not vary by families’ ethnic background. Implications for facilitating family conversations and children's learning related to STEM are discussed.  相似文献   

Purposeful pauses: teacher talk during early childhood mathematics activities     

Caroline Cohrssen  Amelia Church  Collette Tayler 《International Journal of Early Years Education》2014,22(2):169-183

This paper describes how early childhood teachers' incorporation of pauses raises the quality of talk-in-interaction during play-based mathematics activities. Responses of both children and teachers are shown to be more contingent and expansive when conversations include protracted pauses than during interactions in which pauses are largely absent. Pauses provided children with opportunities to initiate topics and facilitated more equitable access to discourse moves for children. By pausing before responding to a child's conversational gambit, teachers gained opportunities to assess children's demonstrated numeracy-related skills and understanding, and could thus provide authentic, individualised scaffolding. Pauses were not necessarily silent: a pause in an interaction with one child could be used strategically to model the learning interaction with a second child before returning to the first child in order to continue the discourse sequence.  相似文献   

如何提高学生的外语听说能力     

杜子芬 《山西财经大学学报(高等教育版)》2002,(2):40-41

用外语教学，使用灵活多样的教学形式，重视会话听力课练习，利用先进的教学设备等教学方法是提高学生外语听说能力的重要保证。  相似文献