東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Knowledge and discourse: Mediated d...

Georgetown University.

FindBook

Google Book

Amazon

博客來

Knowledge and discourse: Mediated discourse and distributed cognition in two Balinese gamelan classrooms in the United States.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Knowledge and discourse: Mediated discourse and distributed cognition in two Balinese gamelan classrooms in the United States./
作者:	Jocuns, Andrew.
面頁冊數:	272 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0978.
Contained By:	Dissertation Abstracts International66-03A.
標題:	Language, Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3167999
ISBN:	0542039613

Knowledge and discourse: Mediated discourse and distributed cognition in two Balinese gamelan classrooms in the United States.
Jocuns, Andrew.

Knowledge and discourse: Mediated discourse and distributed cognition in two Balinese gamelan classrooms in the United States. - 272 p.

Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0978.

Thesis (Ph.D.)--Georgetown University, 2005.

This project is an ethnography of communication that utilizes the research methodology of nexus analysis (Scollon and Scollon, 2004a) combined with the theories of mediated discourse analysis (R. Scollon, 2001a, 2001b) and distributed cognition (Hutchins, 1995) to explore the ways knowledge is created and distributed within two Balinese gamelan classrooms. I argue that there are three ways of thinking about knowledge and discourse in social interaction: knowledge is displayed through discourse, knowledge is constructed in discourse, and knowledge is distributed during social interaction. These three ways of thinking of knowledge and discourse are actualized in three aspects of social interaction---social organization, the process of intersubjectivity in social interaction, and the role of the individual social actor. I define knowledge in this study as the result or outcome of a mediated action.

ISBN: 0542039613Subjects--Topical Terms:

1018079
Language, Linguistics.

Knowledge and discourse: Mediated discourse and distributed cognition in two Balinese gamelan classrooms in the United States.
LDR:03214nmm 2200313 4500 001 1819178
005 20061004161522.5
008 130610s2005 eng d
020 $a 0542039613
035 $a (UnM)AAI3167999
035 $a AAI3167999
040 $a UnM $c UnM
100 1 $a Jocuns, Andrew. $3 1908475
245 1 0 $a Knowledge and discourse: Mediated discourse and distributed cognition in two Balinese gamelan classrooms in the United States.
300 $a 272 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0978.
500 $a Adviser: Ron Scollon.
502 $a Thesis (Ph.D.)--Georgetown University, 2005.
520 $a This project is an ethnography of communication that utilizes the research methodology of nexus analysis (Scollon and Scollon, 2004a) combined with the theories of mediated discourse analysis (R. Scollon, 2001a, 2001b) and distributed cognition (Hutchins, 1995) to explore the ways knowledge is created and distributed within two Balinese gamelan classrooms. I argue that there are three ways of thinking about knowledge and discourse in social interaction: knowledge is displayed through discourse, knowledge is constructed in discourse, and knowledge is distributed during social interaction. These three ways of thinking of knowledge and discourse are actualized in three aspects of social interaction---social organization, the process of intersubjectivity in social interaction, and the role of the individual social actor. I define knowledge in this study as the result or outcome of a mediated action.
520 $a To approach this problem I conducted an ethnography of communication of classroom discourse in two music classrooms in the United States where Balinese gamelan music is studied and learned. Balinese gamelan gong kebyar is taught through an oral tradition in both classrooms. In each classroom students adopt strategies for learning through this oral tradition that is based on their own personal experience, habitus (Bourdieu, 1977) or historical body (Scollon and Scollon, 2004a). I analyzed the mediated actions that students used to display and construct knowledge using concepts from interactional sociolinguistics and pragmatics.
520 $a My findings suggest that students use participant structures in the classroom as a mediational means to display and construct knowledge. The mediational means, both verbal and nonverbal, that students use to display and construct knowledge serves as a device that enables them to manage the process of intersubjectivity. Social actors gain access to the system of distributed cognition during interactions in which some aspect of their knowledge becomes a salient feature of that interaction. What emerges is a theory of knowledge and discourse that is a dialectic among social organization, the process of intersubjectivity, and what the individual social actor brings to the interaction.
590 $a School code: 0076.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Anthropology, Cultural. $3 735016
650 4 $a Education, Music. $3 1017808
690 $a 0290
690 $a 0326
690 $a 0522
710 2 0 $a Georgetown University. $3 1017582
773 0 $t Dissertation Abstracts International $g 66-03A.
790 1 0 $a Scollon, Ron, $e advisor
790 $a 0076
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3167999