话语与身份
2010-7
南京大学出版社
钟兰凤
253
《话语与身份：赛博空间的教师形象》所研究的网络身份是指“栖息”在以网络为中介的话语中的身份。对教育博客身份的研究实质上是对网络教师(online teachers)品质与特征的研究。对网络教师身份进行考察可以补充、加深我们对网络身份本质的认识与理解。本研究定位于功能语言学对人际功能的研究与身份研究两个领域之间的对话，通过建构网络身份研究模型，以40个教育博客为语料，探讨了教育博客们在赛博空间(cybers pace)主要运用哪些人际资源给读者塑造了怎样的教师形象，丰富了身份理论与人际意义研究，通过分析自发的教育博客语篇，得出了教育博客可以作为中国教师培养与发展的有效补充途径这一启示。 本书以新兴的电子语篇“教育博客”为研究对象，主要采取定性的话语分析的方法来考察网络教师身份。我们把教育博客区分为广义的教育博客与狭义的教育博客。前者指任何与教育相关的博客，后者专指教师为了交流教学经验与方法而撰写的博客，通常又被称作教师博客或教学博客。本书的研究对象是狭义上的教育博客。
List of TablesList of FiguresList of AbbreviationsChapter 1 Introduction1.1 Research Rationales1.2 Key concepts revisited1.3 An overview of identity accounts1.4 Situating edublog studies in the ecology of Internet1.5 Objectives and significance of the present study1.6 Methodology and data specification1.7 Organization of the bookChapter 2 Theoretical Preparation and Formation2.1 Introduction2.2 Functional perspectives on language2.3 Conceptual foundations for the proposed model2.4 A proposed model for the present study2.5 SummaryChapter 3 Genre as Identity: A Generic Analysis of Edublogs3.1 Introduction3.2 Genre as social activity —a theoretical survey3.3 A generic analysis of edublogs —a quantitative approach3.4 Capturing the entry body texts3.5 Discussion and conclusionChapter 4 Using "Private Verbs" to Build Virtual Identity4.1 Introduction4.2 Defining and classifying private verbs4.3 The debate of private language argument4.4 Functions and virtual images created by "I+ private verb"4.5 Discussion and conclusionChapter 5 Using Questions to Build Virtual Image5.1 Introduction5.2 Theoretical survey5.3 Questions in edublogs: forms and functions5.4 Questions, audience design and identity construction5.5 SummaryChapter 6 Attitude as Identification: Focusing on One Entry Body Text6.1 Introduction6.2 Individual text as a construct of social practice6.3 Attitude in Appraisal Theory6.4 Appraising the entry body text to be analyzed6.5 Struggling between self and others: Using Attitude in analysis6.6 Discussion and conclusionChapter 7 Conclusion7.1 Major contributions7.2 Chief findings and implications7.3 Limitations and suggestions for future researchBibliographyAppendix: Edublog addresses with the naming clusters
