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Genre changes and privileged pedagog...

Liu, Ning.

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Genre changes and privileged pedagogic identity in teaching contest discourse

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Genre changes and privileged pedagogic identity in teaching contest discourse/ by Ning Liu, Derek Irwin.
作者:	Liu, Ning.
其他作者:	Irwin, Derek.
出版者:	Singapore :Springer Singapore : : 2017.,
面頁冊數:	x, 76 p. :ill., digital ;24 cm.
內容註:	Abstract -- A Key to Abbreviations -- List of Figures and Tables -- Chapter 1 Introduction -- Chapter 2 Theoretical Foundation -- Chapter 3 Methodology -- Chapter 4 Register Configuration of Mock Teaching Discourse -- Chapter 5 Blurring ESL Pedagogic Genre in Mock Teaching Discourse -- Chapter 6 Solidification of Mock Teaching Genre in Contest Adjudicators' Post-Contest Comments -- Chapter 7 Conclusion and Implications -- Bibliography -- Appendix A Example of Data Transcription.
Contained By:	Springer eBooks
標題:	English language - Study and teaching - China. -
電子資源:	http://dx.doi.org/10.1007/978-981-10-3686-6
ISBN:	9789811036866

Genre changes and privileged pedagogic identity in teaching contest discourse
Liu, Ning.

Genre changes and privileged pedagogic identity in teaching contest discourse[electronic resource] /by Ning Liu, Derek Irwin. - Singapore :Springer Singapore :2017. - x, 76 p. :ill., digital ;24 cm. - SpringerBriefs in education,2211-1921. - SpringerBriefs in education..

Abstract -- A Key to Abbreviations -- List of Figures and Tables -- Chapter 1 Introduction -- Chapter 2 Theoretical Foundation -- Chapter 3 Methodology -- Chapter 4 Register Configuration of Mock Teaching Discourse -- Chapter 5 Blurring ESL Pedagogic Genre in Mock Teaching Discourse -- Chapter 6 Solidification of Mock Teaching Genre in Contest Adjudicators' Post-Contest Comments -- Chapter 7 Conclusion and Implications -- Bibliography -- Appendix A Example of Data Transcription.

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.

ISBN: 9789811036866

Standard No.: 10.1007/978-981-10-3686-6doiSubjects--Topical Terms:

941667
English language
--Study and teaching--China.

LC Class. No.: PE1068.C5 / L58 2017

Dewey Class. No.: 428.0071

Genre changes and privileged pedagogic identity in teaching contest discourse
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505 0 $a Abstract -- A Key to Abbreviations -- List of Figures and Tables -- Chapter 1 Introduction -- Chapter 2 Theoretical Foundation -- Chapter 3 Methodology -- Chapter 4 Register Configuration of Mock Teaching Discourse -- Chapter 5 Blurring ESL Pedagogic Genre in Mock Teaching Discourse -- Chapter 6 Solidification of Mock Teaching Genre in Contest Adjudicators' Post-Contest Comments -- Chapter 7 Conclusion and Implications -- Bibliography -- Appendix A Example of Data Transcription.
520 $a 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.
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