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

Genre practices, multimodality and s...

Gray, Robert James.

FindBook

Google Book

Amazon

博客來

Genre practices, multimodality and student identities

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Genre practices, multimodality and student identities/ by Robert James Gray.
作者:	Gray, Robert James.
出版者:	Cham :Springer International Publishing : : 2022.,
面頁冊數:	xxiii, 229 p. :ill., digital ;24 cm.
內容註:	Chapter 1: Introduction -- Chapter 2: The Research Setting -- Chapter 3: The Classroom Presentation Genre -- Chapter 4: A Framework for Analysing Student Identity -- Chapter 5: Student Identity: Presentations and Intersections -- Chapter 6: Core Student Identity in Classroom Presentations -- Chapter 7: Identity Alignments in Classroom Presentations -- Chapter 8: Discussion and Conclusion.
Contained By:	Springer Nature eBook
標題:	Students - Psychology. -
電子資源:	https://doi.org/10.1007/978-3-030-97933-1
ISBN:	9783030979331

Genre practices, multimodality and student identities
Gray, Robert James.

Genre practices, multimodality and student identities[electronic resource] /by Robert James Gray. - Cham :Springer International Publishing :2022. - xxiii, 229 p. :ill., digital ;24 cm.

Chapter 1: Introduction -- Chapter 2: The Research Setting -- Chapter 3: The Classroom Presentation Genre -- Chapter 4: A Framework for Analysing Student Identity -- Chapter 5: Student Identity: Presentations and Intersections -- Chapter 6: Core Student Identity in Classroom Presentations -- Chapter 7: Identity Alignments in Classroom Presentations -- Chapter 8: Discussion and Conclusion.

This book offers a novel framework for describing and understanding student identity via the central concept of "genre practices", developed through an empirical focus on multimodality within the genre of English as a medium of instruction (EMI) undergraduate presentations. The author draws on interviews with undergraduate psychology students and recordings of their presentations to argue that by engaging in the multimodal practices of classroom presentations, presenters (re)produce both the genre and their identities as students. The resulting theory of student identity is widely applicable to tertiary settings, and the methodology described is applicable to the study of practices and identity in a range of other classroom genres. The book will therefore be of interest not only to researchers in EMI and TESOL settings, but also any tertiary-level educational practitioners whose courses include presentations.

ISBN: 9783030979331

Standard No.: 10.1007/978-3-030-97933-1doiSubjects--Topical Terms:

529861
Students
--Psychology.

LC Class. No.: LB1117

Dewey Class. No.: 371.8019

Genre practices, multimodality and student identities
LDR:02280nmm a2200325 a 4500 001 2304535
003 DE-He213
005 20220930140417.0
006 m d
007 cr nn 008maaau
008 230409s2022 sz s 0 eng d
020 $a 9783030979331 $q (electronic bk.)
020 $a 9783030979324 $q (paper)
024 7 $a 10.1007/978-3-030-97933-1 $2 doi
035 $a 978-3-030-97933-1
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1117
072 7 $a CFDC $2 bicssc
072 7 $a LAN009000 $2 bisacsh
072 7 $a CFDC $2 thema
082 0 4 $a 371.8019 $2 23
090 $a LB1117 $b .G781 2022
100 1 $a Gray, Robert James. $3 3606827
245 1 0 $a Genre practices, multimodality and student identities $h [electronic resource] / $c by Robert James Gray.
260 $a Cham : $b Springer International Publishing : $b Imprint: Palgrave Macmillan, $c 2022.
300 $a xxiii, 229 p. : $b ill., digital ; $c 24 cm.
505 0 $a Chapter 1: Introduction -- Chapter 2: The Research Setting -- Chapter 3: The Classroom Presentation Genre -- Chapter 4: A Framework for Analysing Student Identity -- Chapter 5: Student Identity: Presentations and Intersections -- Chapter 6: Core Student Identity in Classroom Presentations -- Chapter 7: Identity Alignments in Classroom Presentations -- Chapter 8: Discussion and Conclusion.
520 $a This book offers a novel framework for describing and understanding student identity via the central concept of "genre practices", developed through an empirical focus on multimodality within the genre of English as a medium of instruction (EMI) undergraduate presentations. The author draws on interviews with undergraduate psychology students and recordings of their presentations to argue that by engaging in the multimodal practices of classroom presentations, presenters (re)produce both the genre and their identities as students. The resulting theory of student identity is widely applicable to tertiary settings, and the methodology described is applicable to the study of practices and identity in a range of other classroom genres. The book will therefore be of interest not only to researchers in EMI and TESOL settings, but also any tertiary-level educational practitioners whose courses include presentations.
650 0 $a Students $x Psychology. $3 529861
650 0 $a Identity (Psychology) in children. $3 528585
650 1 4 $a Language Acquisition and Development. $3 3333056
650 2 4 $a Language Education. $3 895037
650 2 4 $a Educational Psychology. $3 1005868
650 2 4 $a Language Teaching and Learning. $3 3538615
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer Nature eBook
856 4 0 $u https://doi.org/10.1007/978-3-030-97933-1
950 $a Social Sciences (SpringerNature-41176)