Unterrichtskommunikation : linguistische Analysemethoden und Forschungsergebnisse / Michael Becker-Mrotzek / Rüdiger Vogt.

By:

Becker-Mrotzek, Michael, 1957-

Contributor(s):

Vogt, Rüdiger, 1950-

Material type: Text

TextSeries: Germanistische Arbeitshefte ; 38.Publication details: Tübingen : Niemeyer, 2009.Edition: 2., bearb. und akt. AuflDescription: 1 online resource (ix, 214 pages) : illustrationsContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

9783110231724
3110231727

Subject(s): Genre/Form:

Additional physical formats: Print version:: Unterrichtskommunikation.DDC classification:

401 22

LOC classification:

LB1033.5 .B44 2009eb

Other classification:

DP 1720

Online resources:

Click here to access online

Contents:

Frontmatter; Inhalt; 1. Was ist Unterricht?; 2. Linguistische Ansätze zur Analyse von Unterrichtskommunikation; 3. Unterricht als geplantes Instruieren; 4. Die Organisation von Unterricht; 5. Didaktische Konsequenzen; Backmatter.

Summary: Classroom communication has long been a favourite topic in pragmalinguistics. With its transcript-based analysis of authentic communication, it opens new avenues for exploring classroom realities, which are also of interest for pedagogical and didactic disciplines. The book begins with an outline of (Anglo-American-style) discourse analysis, conversation analysis, and functional pragmatics, following this with an analysis of communicative approaches, e.g. elicitive teaching or group work. Next comes an analysis of activities on the organizing side of teaching, such as phasing and disciplining.

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Item type	Home library	Collection	Call number	Materials specified	Status	Date due	Barcode
Electronic-Books	OPJGU Sonepat- Campus	E-Books EBSCO			Available

Includes bibliographical references (pages 207-214).

Print version record.

Classroom communication has long been a favourite topic in pragmalinguistics. With its transcript-based analysis of authentic communication, it opens new avenues for exploring classroom realities, which are also of interest for pedagogical and didactic disciplines. The book begins with an outline of (Anglo-American-style) discourse analysis, conversation analysis, and functional pragmatics, following this with an analysis of communicative approaches, e.g. elicitive teaching or group work. Next comes an analysis of activities on the organizing side of teaching, such as phasing and disciplining.

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