Face and enactment of identities in the L2 classroom
著者
書誌事項
Face and enactment of identities in the L2 classroom
（New perspectives on language and education, 46）
Multilingual Matters, c2016
- : hbk
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
This book examines student identities as revealed through the pragmatics of face as observed in the context of English L2 classroom interaction between Japanese students and a native speaker teacher. Classroom recordings together with retrospective interviews reveal specific points during learning activities when the students' and their teacher's interpretations of classroom communication deviate from what was intended. This research study is a potent reminder that what students and teachers may consider as standard and conventionally acceptable language use and behaviour within the classroom context can differ dramatically according to social, cultural and individual frames of reference. The book outlines an innovative teacher professional development programme which encourages teachers to reflect on and, where desired, modify or discontinue existing pedagogic practices.
目次
Foreword
Research Origins
Part 1
Chapter 1: The Research
Chapter 2: English Education in Japan
Chapter 3: Pragmatics
Chapter 4: Face/Identity and Politeness Theory
Part 2
Chapter 5: Methodology and Data Collection
Part 3
Chapter 6: Results
Chapter 7: Face and Student Collaboration
Chapter 8: Alignment to Japanese Identities
Chapter 9: Teacher Use of L1 Japanese
Chapter 10: The Right to Silence: Silence As An Act Of Identity
Part 4
Chapter 11: Professional Development Conclusions and Implications
References
「Nielsen BookData」 より