LEADER 02857nam 2200637 450 001 9910784503803321 005 20231206210845.0 010 $a1-4411-7959-3 010 $a1-281-29831-X 010 $a9786611298319 010 $a1-84714-095-5 035 $a(CKB)1000000000401099 035 $a(EBL)436315 035 $a(OCoLC)290573723 035 $a(SSID)ssj0000123130 035 $a(PQKBManifestationID)11145313 035 $a(PQKBTitleCode)TC0000123130 035 $a(PQKBWorkID)10009573 035 $a(PQKB)10702748 035 $a(Au-PeEL)EBL5704256 035 $a(OCoLC)1103221698 035 $a(MiAaPQ)EBC5704256 035 $a(MiAaPQ)EBC436315 035 $a(EXLCZ)991000000000401099 100 $a20190607d2002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aClassroom discourse analysis $ea functional perspective /$fFrances Christie 210 1$aLondon ;$aNew York, New York :$ccontinuum,$d[2002] 210 4$dİ2002 215 $a1 online resource (207 p.) 225 1 $aOpen linguistics series 300 $aDescription based upon print version of record. 311 $a0-8264-5373-2 320 $aIncludes bibliographical references (pages [181]-189) and index. 327 $aContents; List of figures; List of tables; Preface; Acknowledgements; 1 A theoretical framework; 2 Early childhood: first steps in becoming a pedagogic subject; 3 Early literacy teaching and learning; 4 Pedagogic discourse and curriculum macrogenres; 5 Pedagogic discourse in an orbital curriculum macrogenre; 6 Pedagogic discourse and the claims of knowledge; References; Index 330 $aThis book offers a model of classroom discourse analysis that uses systemic functional linguistic theory and associated genre theory to develop a view of classroom episodes as 'curriculum genres', some of which operate in turn as part of larger unities of work called 'curriculum macrogenres'. Drawing on Bernstein's work, Christie argues that two registers operate in pedagogic discourse: a regulative register, to do with the goals and directions of the discourse; and an instructional register, to do with the particular 'content' or knowledge at issue. Each can be shown to be realized in distinc 410 0$aOpen linguistics series. 606 $aCommunication in education 606 $aInteraction analysis in education 606 $aDiscourse analysis 615 0$aCommunication in education. 615 0$aInteraction analysis in education. 615 0$aDiscourse analysis. 676 $a371.1022 700 $aChristie$b Frances$0283897 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910784503803321 996 $aClassroom discourse analysis$93864551 997 $aUNINA