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Two Meanings of "Discourse." [microform] / Courtney B. Cazden
Bib ID 5618049
Format BookBook, MicroformMicroform, OnlineOnline
Author
Cazden, Courtney B
 
Online Versions
Description [Washington D.C.] : Distributed by ERIC Clearinghouse, 1998 
8 p. 
Summary

Two meanings of the word "discourse" are distinguished. The first treats discourse as conversation (D1), and the other refers to different ways of understanding (D2). Rather than seeing the two kinds of discourse as different, they are seen as having an important connection, particularly in classroom communication. Examples are drawn from the literature of classroom interaction. It is argued that critical discourse analysis should be applied not only to the teacher's instructional discourse (D2), but also to his various forms of D1, including how systems of meaning are approached, responded to, talked about, and resisted: i.e., the contact zones in which meanings are made and unmade. Contains 13 references. (MSE)

Notes

ERIC Note: Paper presented at the Annual Meeting of the American Association for Applied Linguistics (20th, Seattle, WA, March 1998).

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Classroom Communication.  |  Definitions.  |  Discourse Analysis.  |  Interpersonal Communication.  |  Language Research.  |  Linguistic Theory.  |  Oral Language.
Form/genre Information Analyses.  |  Speeches/Meeting Papers.
Available From ERIC 
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008 080220s1998    xxu ||| b     ||| | eng d
035 |9(ericd)ED420198
037 |aED420198|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aCazden, Courtney B.
245 1 0 |aTwo Meanings of "Discourse."|h[microform] /|cCourtney B. Cazden.
260 |a[Washington D.C.] :|bDistributed by ERIC Clearinghouse,|c1998.
300 |a8 p.
500 |aERIC Note: Paper presented at the Annual Meeting of the American Association for Applied Linguistics (20th, Seattle, WA, March 1998).|5ericd
520 |aTwo meanings of the word "discourse" are distinguished. The first treats discourse as conversation (D1), and the other refers to different ways of understanding (D2). Rather than seeing the two kinds of discourse as different, they are seen as having an important connection, particularly in classroom communication. Examples are drawn from the literature of classroom interaction. It is argued that critical discourse analysis should be applied not only to the teacher's instructional discourse (D2), but also to his various forms of D1, including how systems of meaning are approached, responded to, talked about, and resisted: i.e., the contact zones in which meanings are made and unmade. Contains 13 references. (MSE)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 1 7 |aClassroom Communication.|2ericd
650 0 7 |aDefinitions.|2ericd
650 1 7 |aDiscourse Analysis.|2ericd
650 1 7 |aInterpersonal Communication.|2ericd
650 0 7 |aLanguage Research.|2ericd
650 1 7 |aLinguistic Theory.|2ericd
650 1 7 |aOral Language.|2ericd
655 7 |aInformation Analyses.|2ericd
655 7 |aSpeeches/Meeting Papers.|2ericd
856 4 1 |uhttps://eric.ed.gov/?id=ED420198
984 |aANL|cmc 2253 ED420198|d77000000421476
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