東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The spoken self: An ethnographic exp...

Rehn, Stefanie.

Linked to FindBook

Google Book

Amazon

博客來

The spoken self: An ethnographic exploration of accent and identity.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The spoken self: An ethnographic exploration of accent and identity./
Author:	Rehn, Stefanie.
Description:	222 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3149.
Contained By:	Dissertation Abstracts International71-09A.
Subject:	Language, Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3420266
ISBN:	9781124164250

The spoken self: An ethnographic exploration of accent and identity.
Rehn, Stefanie.

The spoken self: An ethnographic exploration of accent and identity. - 222 p.

Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3149.

Thesis (Ph.D.)--The Pennsylvania State University, 2010.

This study examines the relationship between accent and identity in three Chinese graduate students attending a large research-one university in the northeastern United States. The study is based on Och's (1993) concept if identity as jointly constructed by the individual herself and the persons and conventions of her culture. It also examines the construct of the myth of native speaker superiority as it relates to the three study participants. Data points for this study include interviews, a questionnaire, extended self-recordings, and ethnographic observations and were collected over the course of approximately ten months. Data analysis is conducted using both grounded theory (Glaser & Strauss 1967) and critical discourse analysis (CDA) as laid out by Fairclough (1989). Results include a case study of each individual as well as a cross-case analysis, in which the latent themes of intersubjectivity, social identity, and agency are examined. Conclusions reveal the way the myth of non-native speaker inferiority weaves through the lives of these participants and examines the very delicate balance they negotiate as they explore their own identities with respect to this myth. Finally, implications for classroom practice are discussed, and the use of CDA with second-language students is advocated.

ISBN: 9781124164250Subjects--Topical Terms:

1018079
Language, Linguistics.

The spoken self: An ethnographic exploration of accent and identity.
LDR:02206nam 2200277 4500 001 1393670
005 20110406093025.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124164250
035 $a (UMI)AAI3420266
035 $a AAI3420266
040 $a UMI $c UMI
100 1 $a Rehn, Stefanie. $3 1672230
245 1 4 $a The spoken self: An ethnographic exploration of accent and identity.
300 $a 222 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3149.
500 $a Adviser: Karen E. Johnson.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2010.
520 $a This study examines the relationship between accent and identity in three Chinese graduate students attending a large research-one university in the northeastern United States. The study is based on Och's (1993) concept if identity as jointly constructed by the individual herself and the persons and conventions of her culture. It also examines the construct of the myth of native speaker superiority as it relates to the three study participants. Data points for this study include interviews, a questionnaire, extended self-recordings, and ethnographic observations and were collected over the course of approximately ten months. Data analysis is conducted using both grounded theory (Glaser & Strauss 1967) and critical discourse analysis (CDA) as laid out by Fairclough (1989). Results include a case study of each individual as well as a cross-case analysis, in which the latent themes of intersubjectivity, social identity, and agency are examined. Conclusions reveal the way the myth of non-native speaker inferiority weaves through the lives of these participants and examines the very delicate balance they negotiate as they explore their own identities with respect to this myth. Finally, implications for classroom practice are discussed, and the use of CDA with second-language students is advocated.
590 $a School code: 0176.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Education, English as a Second Language. $3 1030294
690 $a 0290
690 $a 0441
710 2 $a The Pennsylvania State University. $3 699896
773 0 $t Dissertation Abstracts International $g 71-09A.
790 1 0 $a Johnson, Karen E., $e advisor
790 $a 0176
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3420266