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Towards a Pedagogy of Relational Space and Trust: Analyzing Distributed Collaboration Using Discourse and Speech Act Analysis

机译:走向关系空间与信任的教学法:使用话语和言语行为分析法分析分布式协作

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摘要

Distributed work is an increasingly common phenomenon in a number of technical and professional settings, and the complexity of this work requires high degrees of knowledge sharing and integration that move beyond assembly-line approaches to collaboration. Since participants in distributed-work settings rely almost exclusively on written and spoken language to mediate their collaborative relationships, professional communication faculty need educational approaches that empower students with language practices designed specifically to support effective teaming in these complex environments. To address this need, we employ discourse analysis and Speech Act Theory to identify these language practices in a case study of two cohorts of distributed, interdisciplinary, and cross-cultural student teams. The findings show correlations between language practices and successful collaboration. These correlations have significant implications for teaching and practice.
机译:在许多技术和专业环境中,分布式工作已成为越来越普遍的现象,并且这项工作的复杂性要求高度的知识共享和集成,而不仅仅是装配线方法之间的协作。由于分布式工作环境中的参与者几乎完全依靠书面和口头语言来调解他们的协作关系,因此专业交流教师需要采用教育方法,使学生能够使用专门为在这些复杂环境中支持有效的团队合作而设计的语言实践。为了满足这一需求,我们在两个分布式,跨学科和跨文化学生团队的案例研究中,采用了话语分析和言语行为理论来识别这些语言实践。研究结果表明语言实践与成功合作之间的相关性。这些相关性对教学和实践具有重要意义。

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