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  • 1990-1994  (3)
  • 1970-1974
  • 1940-1944
  • Ann Arbor, Michigan : ProQuest  (3)
  • Kommunikation  (3)
  • Comparative Studies. Non-European Languages/Literatures  (3)
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  • 1
    Online Resource
    Online Resource
    Amsterdam : John Benjamins Publishing Company | Ann Arbor, Michigan : ProQuest
    ISBN: 9789027282828
    Language: English
    Pages: 1 Online-Ressource (192 pages)
    Series Statement: Pragmatics & Beyond New Series
    DDC: 306.44
    RVK:
    Keywords: Sprechakt ; Schüler ; Unterrichtssprache ; Kommunikation ; Lehrer
    Abstract: This volume explores a relational pattern that occurs during one type of speech event - classroom "participant examples." A participant example describes, as an example of something, an event that includes at least one person also participating in the conversation. Participants with a role in the example have two relevant identities - as a student or teacher in the classroom, and as a character in whatever event is described as the example. This study reports that in some cases speakers not only discuss, but also act out the roles assigned to them in participant examples. That is, speakers do, with each other, what they are talking about as the content of the example. Participants act as if events described as the example provide a script for their interaction.Drawing on linguistic pragmatics and interactional sociolinguistics, the author describes the linguistic mechanisms that speakers use to act out participant examples. He focuses on the role of deictics, and personal pronouns in particular, in establishing and organizing relationships. The volume also presents a new methodological technique - "deictic mapping" - that can be used to uncover interactional organization in all sorts of speech events.Drawing on the philosophy and sociology of education, the volume discusses the social and educational implications of enacted participant examples. Educational theorists generally find participant examples to be cognitively useful, as devices to help students understand pedagogical content. But enacted participant examples have systematic relational consequences as well. The volume presents and discusses enacted participant examples that have clear, and sometimes undesirable, social consequences. It also discusses how we might adjust educational theory and practice, given the relational implications of classroom participant examples.
    Note: Description based on publisher supplied metadata and other sources
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  • 2
    Online Resource
    Online Resource
    New York : NYU Press | Ann Arbor, Michigan : ProQuest
    ISBN: 9780814769447
    Language: English
    Pages: 1 Online-Ressource (362 pages)
    DDC: 306.766
    RVK:
    Keywords: Kommunikation ; Film ; Homosexualität ; Fernsehen ; Geschlechtsunterschied ; USA
    Abstract: In many arenas the debate is raging over the nature of sexual orientation. Queer Words, Queer Images addresses this debate, but with a difference, arguing that homosexuality has become an issue precisely because of the way in which we discuss, debate, and communicate about the concept and experience of homosexuality. The debate over homosexuality is fundamentally an issue of communicationas we can see by the recent controversy over gays in the military. This controversy, termed by one gay man as the annoying habit of heterosexual men to overestimate their own attractiveness, has been debated in communication-sensitive terms, such as morale and discipline. The twenty chapters address such subjects as gay political language, homosexuality and AIDS on prime-time television, the politics of male homosexuality in young adult fiction, the identification of female athleticism with lesbianism, the politics of identity in the works of Edmund White, and coming out strategies. This is must reading for students of communication practices and theory, and for everyone interested in human sexuality. Contributing to the book are: James Chesebro (Indiana State), James Darsey (Ohio State), Joseph A. Devito (Hunter College, CUNY), Timothy Edgar (Purdue), Mary Anne Fitzpatrick (Wisconsin, Madison), Karen A. Foss (Humboldt State), Kirk Fuoss (St. Lawrence), Larry Gross (Pennsylvania), Darlene Hantzis (Indiana State), Fred E. Jandt (California State, San Bernardino), Mercilee Jenkins (San Francisco State), Valerie Lehr (St. Lawrence), Lynn C. Miller (Texas, Austin), Marguerite Moritz (Colorado, Boulder), Fred L. Myrick (Spring Hill), Emile Netzhammer (Buffalo State), Elenie Opffer, Dorothy S. Painter (Ohio State), Karen Peper (Michigan), Nicholas F. Radel (Furman), R. Jeffrey Ringer (St. Cloud State), Scott Shamp (Georgia), Paul Siegel (Gallaudet), Jacqueline Taylor...
    Abstract: (Depaul), Julia T. Wood (North Carolina, Chapel Hill).
    Note: Description based on publisher supplied metadata and other sources
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  • 3
    Online Resource
    Online Resource
    Amsterdam : John Benjamins Publishing Company | Ann Arbor, Michigan : ProQuest
    ISBN: 9789027282972
    Language: English
    Pages: 1 Online-Ressource (157 pages)
    Series Statement: Pragmatics & Beyond New Series
    DDC: 302.2
    RVK:
    Keywords: Kleinkind ; Kommunikation ; Paar ; Interpersonale Kommunikation ; Kinderspiel
    Abstract: Pretend play in early childhood arises in the context of social interaction and, as such, constitutes a form of discourse indigenous to the child's world. The present study is a first detailed investigation of thematic-ideational structure in young children's dyadic pretend play with special emphasis on major generative strategies involved in the realization of coherent play action sequences.Play was conceptualized as a story in a dramatic mode where two actors jointly generate or attempt to generate ideationally coherent action sequences or play plots resulting in a complex, ever-evolving thematic structure at a number of levels of analysis. Methodological problems of analysis resulted in the creation of an analytic procedure - Master Text - that simultaneously addresses structural and processual features of play and is able to deal with lengthy play segments.The results characterize playing as a form of discourse which proceeds according to patterned regularities at the level of Thematic Core Structures and associated schemata which underly the plot surface. The realization of such structurizations comes about during the play process in a complex interplay with features of the setting and requires establishing and modifying a shared knowledge base. These findings are discussed in light of their significance for childhood socialization.
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