LEADER 00652nam0-22002411i-450- 001 990001311590403321 005 20071217101905.0 035 $a000131159 035 $aFED01000131159 035 $a(Aleph)000131159FED01 035 $a000131159 100 $a20001205d1988----km-y0itay50------ba 101 0 $aeng 200 1 $aElements of modern algebra$fGilbert Jimmie 210 $aBoston$cPWS-Kent Publ. Co.$d1988 700 1$aGilbert,$bJimmie$059366 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990001311590403321 952 $a121-L-18$b8115$fMA1 959 $aMA1 996 $aElements of modern algebra$9383482 997 $aUNINA LEADER 03232nam 22004935 450 001 9910767529103321 005 20230810225442.0 010 $a981-10-3686-1 024 7 $a10.1007/978-981-10-3686-6 035 $a(CKB)3850000000004562 035 $a(DE-He213)978-981-10-3686-6 035 $a(MiAaPQ)EBC4795448 035 $a(EXLCZ)993850000000004562 100 $a20170131d2017 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aGenre Changes and Privileged Pedagogic Identity in Teaching Contest Discourse /$fby Ning Liu, Derek Irwin 205 $a1st ed. 2017. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2017. 215 $a1 online resource (X, 76 p. 18 illus., 5 illus. in color.) 225 1 $aSpringerBriefs in Education,$x2211-193X 311 $a981-10-3685-3 320 $aIncludes bibliographical references. 327 $aAbstract -- A Key to Abbreviations -- List of Figures and Tables -- Chapter 1 Introduction -- Chapter 2 Theoretical Foundation -- Chapter 3 Methodology -- Chapter 4 Register Configuration of Mock Teaching Discourse -- Chapter 5 Blurring ESL Pedagogic Genre in Mock Teaching Discourse -- Chapter 6 Solidification of Mock Teaching Genre in Contest Adjudicators' Post-Contest Comments -- Chapter 7 Conclusion and Implications -- Bibliography -- Appendix A Example of Data Transcription. 330 $aThis book analyzes how the English as a Second Language (ESL) pedagogic genre has been re-contextualized in the Shanghai Foreign Language Education Press National College English Teaching Contest (SFLEP) for presentation to the contest judges and audience. Departing from prior research on contest discourse, it focuses on the role of teaching contests in re-contextualizing educational practices. Moreover, it addresses the processes of genre blurring and solidification at work in new discourse events. The results presented here serve to frame teaching contest discourse in a fuller contextual configuration and will help contest sponsors, participants, and audience members better understand this popular social event and its relations to real-world teaching practices, while simultaneously helping teachers to understand the relevance of such contest practice. Moreover, the research methods will benefit those linguists who are interested in researching other types of event discourses. 410 0$aSpringerBriefs in Education,$x2211-193X 606 $aLinguistics$xMethodology 606 $aGermanic languages 606 $aResearch Methods in Language and Linguistics 606 $aGermanic Languages 615 0$aLinguistics$xMethodology. 615 0$aGermanic languages. 615 14$aResearch Methods in Language and Linguistics. 615 24$aGermanic Languages. 676 $a401.41 700 $aLiu$b Ning$4aut$4http://id.loc.gov/vocabulary/relators/aut$0766615 702 $aIrwin$b Derek$4aut$4http://id.loc.gov/vocabulary/relators/aut 906 $aBOOK 912 $a9910767529103321 996 $aGenre Changes and Privileged Pedagogic Identity in Teaching Contest Discourse$93655978 997 $aUNINA