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BK

V Praze : Univerzita Karlova v Praze, Pedagogická fakulta, 2010

315 s. : il. ; 25 cm

ISBN 978-80-7290-477-8 (brož.)

Obsahuje bibliografie a rejstřík

Část. český text

000201494

Chapter 1 Discourse Analysis -- 1.1 Definition -- 1.2 Coherence and Cohesion -- 1.2.1 Deictic Markers -- 1.2.2 Reference -- 1.2.3 Substitution -- 1.2.4 Ellipsis -- 1.2.5 Conjunction -- 1.2.6 Lexical Ties -- 1.3 Discourse Functions -- 1.3.1 Macrofunctions -- 1.3.2 Microfunctions -- 1.4 Speech Act Theory -- 1.4.1 Declaratives or Performatives -- 1.4.2 Felicity Conditions -- 1.4.3 Directives -- 1.4.4 Commissives, Expressives and Representatives -- 1.4.5 Intention and Interpretation -- 1.4.6 Speech Events -- 1.5 Communication Theory: System Constraints -- 1.5.1 System Constraints -- 1.5.2 Ritual Constraints -- 1.6 Norms of Communication -- 1.6.1 Maxims -- 1.6.2 Politeness -- 1.7 Knowledge in Discourse -- 1.7.1 Script Theory -- 1.7.2 Schemata -- 1.7.3 Classroom Script -- 1.8 Discourse Mode -- 1.9 Conversation as a Discourse Type -- 1.10 Discourse Analysis and Language Teaching -- Chapter 2 Classroom Discourse -- 2.1 Typical Features of Classroom Discourse ---

2.1.1 Classroom Discourse versus Conversation -- 2.1.2 The Role of Language -- 2.1.3 The Collaborative Nature of Classroom Discourse, -- 2.1.4 Aspects of Classroom Interaction -- 2.1.5 Is Classroom Discourse Communicative? -- 2.2 Classroom Communicative Competence -- 2.3 Participation Structure -- 2.3.1 Teacher Dominance -- 2.3.2 Deregulating Classroom Discourse -- 2.3.3 Teacher and Student Talk Ratio -- 2.4 Roles of Teachers and Learners -- 2.5 Lesson Structure -- 2.5.1 Classroom Discourse Structure -- 2.5.2 IRE(F) Structure -- Chapter 3 Teacher Talk -- 3.1 Characteristics of Language Teachers -- 3.2 Teacher Verbal Activities -- 3.3 Teacher Questions -- 3.4 Non-native Speaker Teachers -- Chapter 4 Analyzing Classroom Processes -- 4.1 Analyzing Classroom Discourse -- 4.1.1 Interaction Analysis Approaches -- 4.1.2 Discourse Analysis Approaches -- 4.1.3 Conversational Analysis Approaches -- 4.1.4 Variable Approaches -- 4.2 Analyzing Methodology -- 4.3 The Birmingham School ---

4.3.1 Sinclair and Coulthard (1975) -- 4.3.2 Sinclair and Brazil (1982) -- 4.3.3 The Structure of Classroom Discourse -- 4.3.4 The Progress of a Lesson -- 4.3.5 Summary -- Chapter 5 Introduction to the Research Part -- 5.1 Introduction -- 5.2 Preliminary Information on the Recorded Classes -- 5.3 Hypotheses on the Types of Discourse -- 5.4 Levels of Analysis -- Chapter 6 Discourse A -- 6.1 Exchange Structure -- 6.2 Initiation Moves -- 6.3 Follow up Moves -- 6.4 Types of Questions -- Chapter 7 Discourse B -- 7.1 Exchange Structure -- 7.2 Initiation Moves -- 7.3 Follow up Moves -- 7.4 Types of Questions -- Chapter 8 Discourse C -- 8.1 Exchange Structure -- 8.2 Initiation Moves -- 8.3 Follow up Moves -- 8.4 Types of Questions -- Chapter 9 Conclusions from Research -- Bibliography -- 1 Discourse A -- 1.1 Specific Analysis -- 1.2 Teacher Initiation -- 1.3 Teacher Follow-up -- 1.4 Teacher Questions -- 1.5 Teaching Material -- 2 Discourse B -- 2.1 Specific Analysis ---

2.2 Teacher Initiation -- 2.3 Teacher Follow-up -- 2.4 Teacher Questions -- 2.5 Teaching Material -- 3 Discourse C -- 3.1 Specific Analysis -- 3.2 Teacher Initiation -- 3.3 Teacher Follow-up -- 3.4 Questions -- 3.5 Teaching Material

(OCoLC)713797582

cnb002166818