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Spaces of polyphony /
Following the definition of 'interior monologue' (IM) given by Edouard Dujardin (1931), we analysed a corpus of novels (by Schnitzler, Joyce, Dostoevsky, Pirandello) in which this literary technique is used. We discovered that, although one of the conventional meanings of monologue is ...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam ; Philadelphia :
John Benjamins Pub. Co.,
2012.
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| Colección: | Dialogue studies ;
v. 15. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Spaces of Polyphony; Editorial page ; Title page ; LCC data ; Table of contents ; Introduction ; Part 1. Strategies in daily conversations; Chapter 1. Strategy and creativity in dialogue ; 1. Strategy and creativity from a dialogical perspective ; 2. Interactions as activities and the predictability of responses within them ; 3. Intentionality ; 4. Reprise ; Appendix: Transcription symbols (from Fitch and Sanders, 2005) ; Chapter 2. Conversational irony: Evaluating complaints ; 1. Introduction ; 2. Data and methodology ; 3. The complaint sequence.
- 3.1 The preface sequence: initiation of complaint/criticism 3.2 The telling sequence: Description of transgression ; 3.3 The response sequence: Ironic evaluation ; 4. Conclusion ; Appendix I: Original examples ; Appendix II: Transcription system ; Chapter 3. Speaking through other voices ; 1. Introduction ; 2. The data ; 2.1 The corpus ; 2.2 Nature of the interactive setting ; 2.3 The kind of humour evidenced in the data ; 2.4 Questions of methodology ; 3. Theoretical framework ; 3.1 The double voicing theory ; 4. Data analysis ; 5. Conclusion ; Appendix I: Data in French.
- Appendix II: Conventions of transcription Part 2. Plural identities and viewpoints in acquisition and language learning; Chapter 4. The self as other: Self words and pronominal reversals in language acquisition ; 1. Introduction ; 2. Children's self words ; 3. Pronominal reversal ; 3. The third person ; 4. The second person ; 5. Conclusion ; Chapter 5. The function of formulations in polyphonic dialogues ; 1. The concept of formulation ; 2. Research data ; 3. Analysis: Use of formulation in dialogue ; 4. Structured sequences of actions including formulations.
- 5. Cultural presuppositions of formulations 6. Consequences for polyphonic dialogue ; 7. Conclusions ; Transcription conventions ; Chapter 6. Observing the paradox: Interrogative-negative questions as cues for a monophonic promotion of polyphony in educational practices ; 1. A new representation of education ; 2. The relevance of intertextuality in educational discourse ; 3. Method and data ; 4. Observing the paradox, a monophonic approach to the promotion of polyphony ; 4.1 Resisting the course of action: Non conforming-answers.
- 4.2 Playing with intertextuality. The failure of a rhetorical device 5. Conclusions. On the limits of educating towards autonomy ; Annex 1: Italian originals of examples 1 & 2 ; Annex 2: Transcription conventions ; Chapter 7. Co-construction of identity in the Spanish heritage language classroom ; 1. Introduction ; 2. Background ; 2.1 U.S. Spanish heritage speakers and linguistic identity ; 2.2 Identity, discourse and context ; 3. Research questions ; 4. Ideologies of linguistic legitimacy and authenticity ; 5. Co-construction of identities in the classroom ; 5.1 The teacher-fronted context.