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El. knyga: Genre Changes and Privileged Pedagogic Identity in Teaching Contest Discourse

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  • Formatas: EPUB+DRM
  • Serija: SpringerBriefs in Education
  • Išleidimo metai: 20-Jan-2017
  • Leidėjas: Springer Verlag, Singapore
  • Kalba: eng
  • ISBN-13: 9789811036866
Kitos knygos pagal šią temą:
Genre Changes and Privileged Pedagogic Identity in Teaching Contest DiscourseDidesnis paveikslėlis
  • Formatas: EPUB+DRM
  • Serija: SpringerBriefs in Education
  • Išleidimo metai: 20-Jan-2017
  • Leidėjas: Springer Verlag, Singapore
  • Kalba: eng
  • ISBN-13: 9789811036866
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This book analyzes how the English as a Second Language (ESL) pedagogic genre has been re-contextualized in the Shanghai Foreign Language Education Press National College English Teaching Contest (SFLEP) for presentation to the contest judges and audience. Departing from prior research on contest discourse, it focuses on the role of teaching contests in re-contextualizing educational practices. Moreover, it addresses the processes of genre blurring and solidification at work in new discourse events. 

The results presented here serve to frame teaching contest discourse in a fuller contextual configuration and will help contest sponsors, participants, and audience members better understand this popular social event and its relations to real-world teaching practices, while simultaneously helping teachers to understand the relevance of such contest practice. Moreover, the research methods will benefit those linguists who are interested in researching other types of event discourses.

Recenzijos

Through their systemic and pedagogic analysis, Liu and Irwin show how winning examples of Mock Teaching are presented as exemplars of ESL pedagogy. It shows the extracurricular translation of a pedagogic discourse and the implications of this translation for schooling. This volume is recommended for all interested in discourse, particularly from a generic or SFL perspective, as well as those interested in the implications of teaching competitions on pedagogy. (Thomas Amundrud, Word, Vol. 64 (3), 2018)

1 Introduction
1(10)
1.1 Research Context: SFLEP Contest
1(3)
1.1.1 Background of the Contest
1(1)
1.1.2 Social Process in the SFLEP Contest
2(2)
1.1.3 Contest Finals in the Media
4(1)
1.2 Meaning of Contest and Contest Discourse
4(1)
1.2.1 What Does "Contest" Mean in the Present Research?
4(1)
1.2.2 What Does "Contest Discourse" Mean in the Present Thesis?
5(1)
1.3 Impact of the Present Research
5(3)
1.3.1 Collective Identities Reflected in Contest Discourse
5(1)
1.3.2 Washback and Impact of Contest
6(1)
1.3.3 Knowledge Gap
7(1)
1.4 Research Focus
8(1)
1.5 Organization of
Chapters
8(3)
References
9(2)
2 Theoretical Foundation
11(14)
2.1 Approach to Genre
11(2)
2.1.1 SFL Theory
11(1)
2.1.2 Sydney School SFL Genre Theory
12(1)
2.2 Change of Pedagogic Discourse in Mock Teaching in SFLEP Contest
13(12)
2.2.1 Register Shifts of Pedagogic Discourse in Mock Teaching
13(1)
2.2.2 Mock Teaching in SFLEP Contest as a Genre
14(1)
2.2.3 Genre Relations in SFLEP Contest
15(1)
2.2.4 Social Purpose of SFLEP Contest Realized in Genre Relations
16(1)
2.2.5 Mock Teaching Genre Generated from Pedagogic Genre
17(1)
2.2.6 Genre Instantiation and Individuation
18(2)
2.2.7 Bernsteinian Theory of Pedagogic Identity
20(2)
2.2.8 Privileged Pedagogic Identity in Contest Adjudicators' Post-contest Comments
22(1)
References
23(2)
3 Methods
25(14)
3.1 Methods and Instruments in Approaching the Data
25(14)
3.1.1 Data Used
25(1)
3.1.2 Data Transcription
26(7)
3.1.3 Data Translation
33(4)
3.1.4 Ethical Considerations
37(1)
References
37(2)
4 Discourse Semantic Analysis of Mock Teaching Discourse
39(16)
4.1 Rose's Analytic Framework
39(2)
4.2 Pedagogic Relations in Mock Teaching Discourse
41(2)
4.2.1 Shift of Exchange Roles in Mock Teaching Discourse
41(1)
4.2.2 Shift of Participation in Mock Teaching Discourse
42(1)
4.3 Pedagogic Activities in Mock Teaching Discourse
43(6)
4.3.1 Shift of Cycle of Phases in Mock Teaching Discourse
43(6)
4.4 Pedagogic Modalities in Mock Teaching Discourse
49(4)
4.4.1 Shift of Sources of Meanings
49(4)
4.5 Knowledge and Value Projected in Mock Teaching Discourse
53(2)
References
54(1)
5 Blurring ESL Pedagogic Genre in Mock Teaching Discourse
55(10)
5.1 Lee's ESL Pedagogic Genre
55(1)
5.2 Blurring Lee's ESL Pedagogic Genre in Mock Teaching Discourse
56(9)
5.2.1 Blurring Generic Structure
56(3)
5.2.2 Blurring Phases and Sub-stages of ESL Pedagogic Genre in Mock Teaching Discourse
59(4)
Reference
63(2)
6 Solidifying Mock Teaching Genre in Contest Adjudicators' Post-contest Comments
65
6.1 Solidification of Generic Structure of Mock Teaching Genre
65(2)
6.2 Comment on Register Features and Solidification of Mock Teaching Genre
67(6)
6.2.1 Examples of Comments on Register
67(3)
6.2.2 An Overview
70(3)
6.3 Privileged Pedagogic Identity in SFLEP Contest
73(3)
6.4 Conclusion
76
Dr. Ning Liu graduated from the University of Nottingham Malaysia Campus, where the focus of his doctoral work was on contest discourse studies and systemic functional linguistics. The present work is also based on personal experience, as he has participated in several teaching competitions, providing him insight on these discourse events from an insiders perspective and strengthened by contextual and analytical approaches. His previous publications focus on English language education in the Chinese context. Dr. Derek Irwin is an Associate Professor at the University of Nottingham Ningbo China and a Senior Research Fellow at the University of Nottingham Malaysia Campus.  He specializes in systemic functional linguistics and applied linguistics in general. His most recent critical work focuses on language modelling, grammatical resources for lexical movement across languages, pedagogical applications of genre theory, and literary textual analysis. He is also a co-author of several writing guides for post-secondary students.  
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