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首页> 外文学位 >Building sand castles and why Ralph and Keith are friends: The influences of stance, intertexuality, and interpretive authority on meaning construction.
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Building sand castles and why Ralph and Keith are friends: The influences of stance, intertexuality, and interpretive authority on meaning construction.

机译：修建沙堡以及为什么拉尔夫和基思成为朋友：立场，互文性和解释权威对意义建构的影响。

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摘要

The purpose of this study was to explore the influences of stance, intertextuality, and interpretive authority as significant factors of the meaning construction process in a fourth grade classroom. The investigation examined how a group of learners and two teachers enacted various literacy events in two situational contexts, the language arts/literature discussions and the book talks. The theoretical constructs for this investigation were multi-disciplinary, with knowledge and perspectives grounded in socio-cultural literacy development, reader response theories, cognitive psychology, and applied linguistics.; A qualitative research design was used to observe seven fourth grade students and two teachers for four months; collecting data through field notes, audio-tapes, students' writing samples, school records, and informal and formal interviews. The teachers implemented authentic literature for their instructional program. The seven focal students represented a range of academic success and behaviors, reflective of the classroom.; To assist in data interpretation, I utilized an event analysis framework to code and categorize the utterances, intertextual links, and participation structures within each of the literacy events. I, then, selected representative literacy events to examine more closely. From the analysis of the data, I determined four emerging themes: location of meaning, source of ideology, relatedness of link, and discourse roles. These themes contributed to understanding the interrelationships among stance, intertextuality, and interpretive authority.; Findings from this study suggest important insights into the ways in which these learners and the teachers constructed and negotiated meaning of texts. The teachers' instructional stances played a critical role in the personal stances adopted by the learners and their opportunities to make public intertextual links. Adopting an aesthetic personal stance increased the variety and number of intertextual links shared by learners. Issues of interpretive authority also influenced the ways in which ideas were shared and negotiated. Those with higher social status were able to evaluate and challenge interpretations, while those students with less social power confirmed and accepted others' responses. The interrelationships of stance, intertextuality, and interpretive authority were bound together in diverse and complex ways, and were found to make significant contributions to students' understandings of text and meaning construction.
机译：这项研究的目的是探讨姿势，互文性和解释性权威的影响，这些因素是四年级课堂意义建构过程的重要因素。该调查研究了一组学习者和两名老师如何在两种情况下（语言艺术/文学讨论和书本讲座）实施各种扫盲活动。这项研究的理论基础是多学科的，其知识和观点扎根于社会文化素养的发展，读者反应理论，认知心理学和应用语言学。定性研究设计用于观察七个七年级学生和两个老师四个月。通过现场笔记，录音带，学生的写作样本，学校记录以及非正式和正式访谈收集数据。教师为他们的教学计划采用了真实的文献资料。七个重点学生代表了一系列的学术成就和行为，反映了课堂。为了协助数据解释，我利用事件分析框架对每个扫盲事件中的话语，互文链接和参与结构进行编码和分类。然后，我选择了代表性的扫盲活动，以进行更深入的研究。通过对数据的分析，我确定了四个新兴主题：含义的位置，意识形态的来源，链接的关联性和话语角色。这些主题有助于理解立场，互文性和解释权之间的相互关系。这项研究的结果表明，对于这些学习者和教师构建和协商文本含义的方式具有重要的见解。教师的教学态度在学习者所采用的个人立场以及建立公共互文链接的机会中起着至关重要的作用。采用美学的个人立场增加了学习者共享的互文链接的种类和数量。解释权的问题也影响了思想共享和谈判的方式。具有较高社会地位的人能够评估和挑战口译，而具有较低社会能力的学生则确认并接受他人的回应。立场，互文性和解释性权威之间的相互关系以多种多样和复杂的方式捆绑在一起，并为学生对文本和意义建构的理解做出了重要贡献。

著录项

  • 作者

    Flint, Amy Seely.;

  • 作者单位

    University of California, Berkeley.;

  • 授予单位 University of California, Berkeley.;
  • 学科 Education Reading.; Education Language and Literature.; Education Elementary.
  • 学位 Ph.D.
  • 年度 1997
  • 页码 219 p.
  • 总页数 219
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;初等教育;
  • 关键词

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