ERIC Number: ED479534
Record Type: Non-Journal
Publication Date: 2003-May
Reference Count: N/A
Analysing Language in Context: A Student Workbook.
Lillis, Theresa; McKinney, Carolyn
This workbook for students provides an accessible introduction to a range of ways of analyzing language in context. The workbook can be used in a number of ways, for example, as a student reference text to briefly review a particular kind of language analysis or as a course textbook to introduce students to a variety of approaches to language data analysis. It is: practical, offering a "hands-on" approach to data analysis; authentic--the 24 data examples analyzed and discussed are drawn from published work by experts in specific fields of language analysis; academically rigorous--the data selected is from important research projects in the field of language study; and wide-ranging analytical methods are drawn from sociolinguistics, sociocultural approaches, ethnography, multimodal approaches, and discourse analysis. Contexts exemplified are drawn from education, the media, informal communication, new technologies, child youth and adult settings. Data examples are included from a range of national contexts including the United Kingdom, the United States, Australia, South Africa, Hong Kong, Japan, and Pakistan. The workbook includes a general introduction, followed by four main parts: Part 1 looks at approaches to spoken interaction; Part 2 examines approaches to written texts; Part 3 explores multimodal approaches; and Part 4 looks at ethnographic approaches. (Contains 156 references.) (NKA)
Descriptors: Data Analysis, Discourse Analysis, English, Ethnography, Higher Education, Language Research, Language Usage, Oral Language, Sociolinguistics, Workbooks, Written Language
Stylus Publishing, P.O. Box 605, Herndon, VA 20172-0605 ($29.95). Tel: 800-232-0223 (Toll Free); Tel: 703-996-1039; Fax: 703-661-1547; Web site: http://styluspub.com; e-mail: Styluspub@aol.com.
Publication Type: Books; Guides - Classroom - Learner
Education Level: N/A
Authoring Institution: Open Univ., Milton Keynes (England).