An Introduction to Discourse Analysis: Theory and Method by James Paul Gee

By James Paul Gee

Discourse research considers how language, either spoken and written, enacts social and cultural views and identities. during this ebook, James Paul Gee introduces the box and provides his specific built-in method of it. Assuming no past wisdom of linguistics, the writer offers either a idea of language-in-use and a style of learn. sincerely established and written in a hugely available type, An advent to Discourse research contains views from various methods and disciplines, together with utilized linguistics, schooling, psychology, anthropology and conversation to assist scholars and students from a number of backgrounds to formulate their very own perspectives on discourse and have interaction of their personal discourse research. the second one variation has been thoroughly revised and up to date and includes monstrous new fabric and examples of oral and written language, starting from team discussions with teenagers, adults, scholars and academics to conversations, interviews, educational texts and coverage files.

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Additional info for An Introduction to Discourse Analysis: Theory and Method

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Time is provided, in this course example, for joint course planning and evaluation with HEI tutors and, each week, for meetings with student teachers. The student teacher's perspective In Chapter 2, I shall discuss the way in which being a student teacher of English affects a student teacher's perceptions and attitudes to becoming a teacher. In this section I wish to look, relatively briefly, at two points about learning to become a teacher in the general sense, especially at the concepts and concerns that tend to fill up the horizons of some student teachers.

I have a passion for literature and a love of words. Finally, they feel reasonably sure that a PGCE course, despite all the 'theory bits', will turn them into good English teachers. The experienced teachers have very different reasons for seeing teaching as relatively unproblematic. First, they have been 'doing it for years', they feel thoroughly at ease with children and have a vast reservoir of experience upon which to draw. Second, they tend to feel that they learnt most about teaching by 'doing it' and that their own PGCE course, or its equivalent, was a small step in their long journey into becoming highly accomplished.

They have kept their 'love of books' often despite their literary training. Some of their degree work was profoundly exciting and satisfying, but much of it was 'work' in the negative sense of drudgery. This is highly problematic for someone who says that she 'loves reading'. Equally, as I discussed above, they have learned to feel guilty about reading anything that is 'not worthy'. Often then, the reading that was straightforwardly enjoy- able did not count as real reading, it was not work. Any reader can see that this is a complicated and somewhat messy state of mind; even more so if they accept my view that often this is operating subconsciously and is more related to feelings than a thought through and considered point of view.

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