자연주의적 탐구조사(Naturalistic Inquiry)

Recording of presentation introducing narrative analysis, outlining what it is, why it can be a useful approach, how to do it and where to find out more. Presentation given at methods@manchester seminar at University of Manchester on 4 March 2010.

What is Narrative Analysis

Affirming Diversity: The Sociopolitical Context of Multicultural Education

人教版高中英语新课程教材中,语言运用（Using Language）是每个单元必不可少的部分,提供了围绕单元中心话题的听、说、读、写的综合性练习,是单元中心话题的延续和升华.如何设计Using Language部分的教学,使自己的教学模式既不落俗套,又能真正体现新课程标准所倡导的教学理念,正是广大一线英语教师一直努力探索的问题.

打磨Using Language,倡导新理念

This is a review of Collected Works of John Tate. Parts I, II, edited by Barry Mazur and Jean-Pierre Serre. American Mathematical Society, Providence, Rhode Island, 2016. For several decades it has been clear to the friends and colleagues of John Tate that a “Collected Works” was merited. The award of the Abel Prize to Tate in 2010 added impetus, and finally, in Tate’s ninety-second year we have these two magnificent volumes, edited by Barry Mazur and Jean-Pierre Serre. Beyond Tate’s published articles, they include five unpublished articles and a selection of his letters, most accompanied by Tate’s comments, and a collection of photographs of Tate. For an overview of Tate’s work, the editors refer the reader to [4]. Before discussing the volumes, I describe some of Tate’s work. 1. Hecke L-series and Tate’s thesis Like many budding number theorists, Tate’s favorite theorem when young was Gauss’s law of quadratic reciprocity. When he arrived at Princeton as a graduate student in 1946, he was fortunate to find there the person, Emil Artin, who had discovered the most general reciprocity law, so solving Hilbert’s ninth problem. By 1920, the German school of algebraic number theorists (Hilbert, Weber, . . .) together with its brilliant student Takagi had succeeded in classifying the abelian extensions of a number field K: to each group I of ideal classes in K, there is attached an extension L of K (the class field of I); the group I determines the arithmetic of the extension L/K, and the Galois group of L/K is isomorphic to I. Artin’s contribution was to prove (in 1927) that there is a natural isomorphism from I to the Galois group of L/K. When the base field contains an appropriate root of 1, Artin’s isomorphism gives a reciprocity law, and all possible reciprocity laws arise this way. In the 1930s, Chevalley reworked abelian class field theory. In particular, he replaced “ideals” with his “idèles” which greatly clarified the relation between the local and global aspects of the theory. For his thesis, Artin suggested that Tate do the same for Hecke L-series. When Hecke proved that the abelian L-functions of number fields (generalizations of Dirichlet’s L-functions) have an analytic continuation throughout the plane with a functional equation of the expected type, he saw that his methods applied even to a new kind of L-function, now named after him. Once Tate had developed his harmonic analysis of local fields and of the idèle group, he was able prove analytic continuation and functional equations for all the relevant L-series without Hecke’s complicated theta-formulas. Received by the editors September 5, 2016. 2010 Mathematics Subject Classification. Primary 01A75, 11-06, 14-06. c ©2017 American Mathematical Society

The collected works

Interviews have been used for decades in empirical inquiry across the social sciences as one or the primary means of generating data. In applied linguistics, interview research has increased dramatically in recent years, particularly in qualitative studies that aim to investigate participants’ identities, experiences, beliefs, and orientations toward a range of phenomena. However, despite the proliferation of interview research in qualitative applied linguistics, it has become equally apparent that there is a profound inconsistency in how the interview has been and continues to be theorized in the field. This article critically reviews a selection of applied linguistics research from the past 5 years that uses interviews in case study, ethnographic, narrative, (auto)biographical, and related qualitative frameworks, focusing in particular on the ideologies of language, communication, and the interview, or the communicable cartographies of interviewing, that are evident in them. By contrasting what is referred to as an interview as research instrument perspective with a research interview as social practice orientation, the article argues for greater reflexivity about the interview methods that qualitative applied linguists use in their studies, the status ascribed to interview data, and how those data are analyzed and represented.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0267190510000085

Qualitative Interviews in Applied Linguistics: From Research Instrument to Social Practice

This article contrasts a common conceptualization of the interview in applied linguistics, referred to as an interview as research instrument perspective, with an alternative, referred to as a research interview as social practice orientation. It illustrates implications of the two perspectives on interviews by contrasting a thematic analysis concerning a social category in circulation at a Hawai‘i high school—‘fresh off the boat’—with two analyses of interaction from interviews that the thematic analysis is in part based on. Juxtaposing these distinct conceptualizations of the research interview demonstrates how ‘themes’ were occasioned and co-constructed, and identity was performed in this particular type of speech event.

The Interview as Collaborative Achievement: Interaction, Identity, and Ideology in a Speech Event

Interviews have long been used as a method in applied linguistics for the investigation of an extraordinary array of phenomena. In quantitative research, interviews have been used to generate insights into matters as varied as cognitive processes in language learning, lexical inferencing, motivation, language attitudes, program evaluation, language classroom pedagogy, language proficiency, and learner autonomy (see e.g. Brown 1988; Dornyei 2007; Gass and Mackey 2007). In qualitative research, interviews have featured in ethnographies, case studies, and action research concerning an equally diverse array of topics, as well as narrative inquiries, (auto)biographical research, and, of course, interview studies, which investigate participants’ identities, experiences, beliefs, life histories, and more (see e.g. Burnaby and Sun 1989; Simon-Maeda 2004; Barkuizen 2009). In fact, given the recent shift away from paradigm wars to mixed methods research (Bryman 2006; Creswell 2009; Denzin 2010), we can in the future expect to see interviews feature across an even broader range of studies.

Theorizing Qualitative Research Interviews in Applied Linguistics

Although the originators of the language socialization (LS) paradigm were careful to cast socialization as a contingent, contested, ‘bidirectional’ process, the focus in much first language LS research on ‘successful’ socialization among children and caregivers may have obscured these themes Despite this, I suggest the call for a more ‘dynamic model’ of LS (Bayley and Schecter 2003), while compelling, is unnecessary: contingency and multidirectionality are inherent in LS given its orientation to socialization as an interactionally-mediated process This paper foregrounds the ‘dynamism’ of LS by examining processes comprising ‘unsuccessful’ or ‘unexpected’ socialization Specifically, it analyses interactions involving ‘oldtimer’ ‘Local ESL’ students and their first-year teachers at a multilingual public high school in Hawai'i Contingency and multidirectionality are explicated through analysis of two competing ‘cultural productions of the ESL student’ The first, manifest in ESL program structures and instruction, was school-sanctioned or ‘official’ Socialization of Local ESL students into this schooled identity was anything but predictable, however, as they consistently subverted the actions, stances, and activities that constituted it In doing so, these students produced another, oppositional ESL student identity, which came to affect ‘official’ classroom processes in significant ways

The Cultural Productions of the ESL Student at Tradewinds High : Contingency, Multidirectionality, and Identity in L2 Socialization

Language socialization represents a broad framework for understanding the
development of linguistic, cultural, and communicative competence through
interaction with others who are more knowledgeable or proficient. As a branch
of linguistic anthropology, it is often described as a theoretical and methodological
approach, or “paradigm” (e.g., Ochs & Schieffelin, 2008; Watson-Gegeo, 2004).
Based on early theorizing by Hymes (1972), Halliday (1980/2003), Vygotsky (1978),
Heath (1983), Schieffelin and Ochs (1986a), and others, language socialization
examines macro-and micro-contexts in which language is learned and used, and
employs longitudinal research designs that feature ethnography and linguistic/
discourse analytic methods.1

Steven Talmy

Papers

Qualitative Interviews in Applied Linguistics: From Research Instrument to Social Practice

The Interview as Collaborative Achievement: Interaction, Identity, and Ideology in a Speech Event

Theorizing Qualitative Research Interviews in Applied Linguistics

The Cultural Productions of the ESL Student at Tradewinds High : Contingency, Multidirectionality, and Identity in L2 Socialization

Language Socialization Approaches to Second Language Acquisition: Social, cultural, and linguistic development in additional languages