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ERIC Number: EJ1292819
Record Type: Journal
Publication Date: 2021-Feb
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0157-244X
Explicating Epistemic Process in Elementary Students' Language Use by Practical Epistemology and Discourse Register Analyses
Maeng, Seungho
Research in Science Education, v51 n1 p153-170 Feb 2021
This study provides two exemplars of how grammatical analysis of language use in elementary science classroom discourse enhances the explication of students' epistemic process in the language use in that discourse. Methodologically, both practical epistemology analysis (PEA) and discourse register analysis (DRA) from systemic functional linguistics were employed as a combinatory approach. The former was used to construe epistemic process of students' language use and the latter was to articulate grammatical features of the language use. The exemplary analysis was administered for the discourse data collected at two elementary science classes in South Korea. The exemplars showed that ideational metafunction and its semantic relation analyses in DRA facilitated identifying "gaps" and "relations" in PEA, and interpersonal and textual metafunction analyses in DRA supported construing the flow of gap-filling or lingering process in PEA. Analysing students' language use by PEA combined with DRA can help science teachers find the points where the language use in school science gets epistemological productivity, while it is different from the language game in science disciplines.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea