scispace - formally typeset
Search or ask a question
Topic

Discourse analysis

About: Discourse analysis is a research topic. Over the lifetime, 16055 publications have been published within this topic receiving 515384 citations. The topic is also known as: DA & discourse studies.


Papers
More filters
BookDOI
10 Mar 2008
TL;DR: AdvAdvances in Discourse Studies brings together contributions from leading scholars in the field, investigating the historical and theoretical relationships between new advances in discourse studies and pointing towards new directions for the future of the discipline as discussed by the authors.
Abstract: Methods of approaching the study of discourse have developed rapidly in the last ten years, influenced by a growing interdisciplinary spirit among linguistics and anthropology, sociology, cognitive and cultural psychology and cultural studies, as well as among established sub-fields within linguistics itself. Among the more recent developments are an increasing ‘critical’ turn in discourse analysis, a growing interest in historical, ethnographic and corpus-based approaches to discourse, more concern with the social contexts in which discourse occurs, the social actions that it is used to take and the identities that are constructed through it, as well as a revaluation of what counts as ‘discourse’ to include multi-modal texts and interaction. Advances in Discourse Studies brings together contributions from leading scholars in the field, investigating the historical and theoretical relationships between new advances in discourse studies and pointing towards new directions for the future of the discipline. Featuring discussion questions, classroom projects and recommended readings at the end of each section, as well as case studies illustrating each approach discussed, this is an invaluable resource for students of interdisciplinary discourse analysis.

110 citations

Journal Article
TL;DR: This article investigated a low-achieving class that featured regular discussions to gain insights into how dialogically organized instruction emerged within the context of a traditional recitation instructional setting, further complicated by poverty and linguistic diversity.
Abstract: Building on previous work that showed the importance of discussion for teaching literature and that discussion in low-achieving high school English classes is particularly infrequent (Nystrand, 1997), this study investigated a low-achieving class that featured regular discussions to gain insights into how dialogically organized instruction emerged within the context of a traditional recitation instructional setting, further complicated by poverty and linguistic diversity. Using a combination of grounded theory (Strauss, 1987) and conversation analysis, for 18 weeks the researchers observed a ninth-grade English class in a Midwestern inner-city high school, the majority of whose students were Hispanic. Though the profile of classroom discourse was typical of that found in most American high schools using a dominant IRE (Initiation--Response--Evaluation) pattern, the teacher sought to open up her classroom; she characterized herself as a teacher in transition. To investigate the dimensions of this transition, the researchers conducted 51 observations during the spring semester, observing 14 discussions, or instructional conversations (Tharp and Gallimore, 1988). The study documents three key strategies that the teacher used in her efforts to make such discussions possible: developing an ethos of involvement and respect, using scaffolding and specific ways of phrasing questions to encourage (and discourage) discussion, and, most importantly, acknowledging and making space for the presence of students' interpersonal relationships. This study shows that dialogic discourse can happen when teachers are adept at linking--and enabling links between--academic objectives and student concerns that often originate beyond both the classroom and the school. (Contains 46 references, a figure, and 3 notes. Appendixes contain Reproductions supplied by EDRS are the best that can be made from the original document. definitions of key variables, details of discussions analyzed, and transcription conventions.) (Author/RS) Reproductions supplied by EDRS are the best that can be made from the original document. CELA RESEARCH REPORT TAKING RISKS, NEGOTIATING RELATIONSHIPS: ONE TEACHER'S TRANSITION TOWARDS A DIALOGIC CLASSROOM JULIE NELSON CHRISTOPH MARTIN NYSTRAND CELA RESEARCH REPORT NUMBER 14003 NATIONAL RESEARCH CENTER ON ENGLISH LEARNING &ACHIEVEMENT THE UNIVERSITY AT ALBANY THE UNIVERSITY OF WISCONSIN-MADISON THE UNIVERSITY OF GEORGIA THE UNIVERSITY OF WASHINGTON BEST COPY AVAILABLE 2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

110 citations

Journal ArticleDOI
TL;DR: The authors studied the relationship between teacher epistemology, classroom interactions, and related student epistemologies and identities, detailing the links between teachers' epistemological stances and those of their students by interview data and classroom discourse analysis.
Abstract: Relationships between teacher epistemology, classroom interactions, and related student epistemologies and identities were studied in 4 cases, detailing the links between teachers' epistemological stances and those of their students by interview data and classroom discourse analysis. Classroom discourse, orchestrated by the teacher, likely mediates many of the associations between teacher and student epistemologies documented here.

110 citations

Journal ArticleDOI
TL;DR: In this paper, a mixed methodology was applied with analysis based on examining mentoring conversations in relation to the MERID-model through turn-taking analysis and Propositional Discourse Analysis.

110 citations


Network Information
Related Topics (5)
Educational research
38.5K papers, 1.3M citations
83% related
Experiential learning
63.4K papers, 1.6M citations
82% related
Higher education
244.3K papers, 3.5M citations
81% related
Qualitative research
39.9K papers, 2.3M citations
80% related
Social change
61.1K papers, 1.7M citations
80% related
Performance
Metrics
No. of papers in the topic in previous years
YearPapers
2023216
2022394
2021632
2020851
2019833
2018803