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A "Goffmanian" Blending Analysis of the Pronoun We in ESL Classroom Instruction
https://doi.org/10.34577/00002595
https://doi.org/10.34577/00002595ea2a8eaa-6b63-43f3-88b5-20173d4e04a7
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
A "Goffmanian" Blending Analysis of the Pronoun We in ESL Classroom Instruction (137.6 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2014-10-31 | |||||
| タイトル | ||||||
| タイトル | A "Goffmanian" Blending Analysis of the Pronoun We in ESL Classroom Instruction | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.34577/00002595 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
Takahashi, Hiroshi
× Takahashi, Hiroshi |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Discourse studies within the cognitive-linguistic framework of Mental Space Theory and Blending Theory (Fauconnier & Turner, 2002) have been less successful in incorporating situational contexts in their analysis of interactional data. One promising avenue for narrowing this gap is to integrate the MST-BT program with the insights of Erving Goffman, especially his interactionally grounded notion of “frame”. This paper is an attempt to achieve this integration through a conceptual blending analysis of the first person pronoun we in teacher-student interactions in the English as a Second Language (ESL) context. |
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| 書誌情報 |
語学研究 en : ICU Language Research Bulletin 巻 23, p. 1-15, 発行日 2009 |
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| 出版者 | ||||||
| 出版者 | International Christian University the Division of Languages | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 0913-3615 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA11036468 | |||||
