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

Pedagogic discourse in introductory ...

Carkin, Susan.

FindBook

Google Book

Amazon

博客來

Pedagogic discourse in introductory classes: Multi-dimensional analysis of textbooks and lectures in biology and macroeconomics.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Pedagogic discourse in introductory classes: Multi-dimensional analysis of textbooks and lectures in biology and macroeconomics./
作者:	Carkin, Susan.
面頁冊數:	331 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-02, Section: A, page: 0548.
Contained By:	Dissertation Abstracts International62-02A.
標題:	Language, Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3004014
ISBN:	0493131450

Pedagogic discourse in introductory classes: Multi-dimensional analysis of textbooks and lectures in biology and macroeconomics.
Carkin, Susan.

Pedagogic discourse in introductory classes: Multi-dimensional analysis of textbooks and lectures in biology and macroeconomics. - 331 p.

Source: Dissertation Abstracts International, Volume: 62-02, Section: A, page: 0548.

Thesis (Ph.D.)--Northern Arizona University, 2001.

The broad goal of this study is to represent the linguistic variation of textbooks and lectures, the primary input for student learning---and sometimes the sole input in the large introductory classes which characterize General Education at many state universities. Computer techniques are used to analyze a corpus of textbooks and lectures from first-year university classes in macroeconomics and biology. These spoken and written variants are compared to each other as well as to benchmark texts from other multi-dimensional studies in order to examine their patterns, relations, and functions.

ISBN: 0493131450Subjects--Topical Terms:

1018079
Language, Linguistics.

Pedagogic discourse in introductory classes: Multi-dimensional analysis of textbooks and lectures in biology and macroeconomics.
LDR:03272nmm 2200349 4500 001 1864101
005 20041216131305.5
008 130614s2001 eng d
020 $a 0493131450
035 $a (UnM)AAI3004014
035 $a AAI3004014
040 $a UnM $c UnM
100 1 $a Carkin, Susan. $3 1951609
245 1 0 $a Pedagogic discourse in introductory classes: Multi-dimensional analysis of textbooks and lectures in biology and macroeconomics.
300 $a 331 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-02, Section: A, page: 0548.
500 $a Chairs: William P. Grabe; Douglas E. Biber.
502 $a Thesis (Ph.D.)--Northern Arizona University, 2001.
520 $a The broad goal of this study is to represent the linguistic variation of textbooks and lectures, the primary input for student learning---and sometimes the sole input in the large introductory classes which characterize General Education at many state universities. Computer techniques are used to analyze a corpus of textbooks and lectures from first-year university classes in macroeconomics and biology. These spoken and written variants are compared to each other as well as to benchmark texts from other multi-dimensional studies in order to examine their patterns, relations, and functions.
520 $a A corpus consisting of 147,000 words was created from macroeconomics and biology lectures at a medium-large state university and from a set of nationally "best-selling" textbooks used in these same introductory survey courses. The corpus was analyzed using multi-dimensional methodology (Biber, 1988). The analysis consists of both empirical and qualitative phases. Quantitative analyses are undertaken on the linguistic features, their patterns of co-occurrence, and on the contextual elements of classrooms and textbooks. The contextual analysis is used to functionally interpret the statistical patterns of co-occurrence along five dimensions of textual variation, demonstrating patterns of difference and similarity with reference to text excerpts.
520 $a Results of the analysis suggest that academic discourse is far from monolithic. Pedagogic discourse in introductory classes varies by modality and discipline, both disciplines, monologues which carry a heavy informational load, were extremely interactive, more like conversation than academic prose. A third finding suggests that introductory survey textbooks differ from those used in upper division classes by being relatively less marked for information mentioned here, numerous other relationships among the texts exhibit complex patterns of variation related to a number of situational variables.
520 $a Pedagogical implications are discussed in relation to General Education courses, differing student populations, and the reading and listening demands which students encounter in large introductory classes in the university.
590 $a School code: 0391.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Social Sciences. $3 1019148
690 $a 0290
690 $a 0727
690 $a 0714
690 $a 0534
710 2 0 $a Northern Arizona University. $3 783744
773 0 $t Dissertation Abstracts International $g 62-02A.
790 1 0 $a Grabe, William P., $e advisor
790 1 0 $a Biber, Douglas E., $e advisor
790 $a 0391
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3004014