Genre Changes and Privileged Pedagogic Identity in Teaching Contest Discourse

ISBN-13: 9789811036859 / Angielski / Miękka / 2017 / 76 str.

Ning Liu; Derek Irwin

Opis

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.

Recenzje

"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)

Spis treści

Abstract

A Key to Abbreviations

List of Figures and Tables

Chapter 1 Introduction

1.0 Introduction

1.1 Research Context

1.3 Motivation of the Present Study

1.4 Research Focus

1.5 Organization of Chapters

Chapter 2 Theorectical Foundation

2.0 Introduction

2.1 Differentating Hallidayan and Martinian SFL Theories

2.2 Register Features of Mock Teaching Discourse

2.3 Genre Changes in Mock Teaching Discourse

2.4 Refining Mock Teaching Genre in Post-Contest Comments

2.5 Summary

Chapter 3 Methodology

3.0 Introduction

3.1 Research Design

3.2 Methods and Instruments in Approaching the Data

3.3 Ethical Considerations

Chapter 4 Register Configuration of Mock Teaching Discourse

4.0 Introduction

4.1 Exchange Roles

4.2 Participation

4.3 Cycle of Phases

4.4 Sources of Meanings

4.5 Knowledge and Value Projected in Mock Teaching Discourse

4.6 Summary

Chapter 5 Blurring ESL Pedagogic Genre in Mock Teaching Discourse

5.0 Introduction

5.1 Blurring Generic Structure of ESL Pedagogic Genre in Mock Teaching Discourse

5.2 Blurring Register of ESL Pedagogic Genre in Mock Teaching Discourse

5.3 Conclusion

Chapter 6 Solidification of Mock Teaching Genre in Contest Adjudicators' Post-Contest Comments

6.0 Introduction

6.1 Solidification of Generic Structure of Mock Teaching Genre

6.2 Solidification of Register Features of Mock eching Genre

6.3 Solidification of Ideology of Mock Teaching Genre

6.4 Conclusion

Chapter 7 Conclusion and Implications

7.0 Introduction

7.1 Concluding Summary

7.2 Research Implications and Future Research Directions

Bibliography

Appendix A Example of Data Transcription

O autorze

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 insider’s 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.