| Description |
1 online resource (vii, 299 pages) |
| Series |
Dialogue studies ; v. 15 |
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Dialogue studies ; v. 15.
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| Contents |
Spaces of Polyphony; Editorial page ; Title page ; LCC data ; Table of contents ; Introduction ; Part 1. Strategies in daily conversations; Chapter 1. Strategy and creativity in dialogue ; 1. Strategy and creativity from a dialogical perspective ; 2. Interactions as activities and the predictability of responses within them ; 3. Intentionality ; 4. Reprise ; Appendix: Transcription symbols (from Fitch and Sanders, 2005) ; Chapter 2. Conversational irony: Evaluating complaints ; 1. Introduction ; 2. Data and methodology ; 3. The complaint sequence |
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3.1 The preface sequence: initiation of complaint/criticism 3.2 The telling sequence: Description of transgression ; 3.3 The response sequence: Ironic evaluation ; 4. Conclusion ; Appendix I: Original examples ; Appendix II: Transcription system ; Chapter 3. Speaking through other voices ; 1. Introduction ; 2. The data ; 2.1 The corpus ; 2.2 Nature of the interactive setting ; 2.3 The kind of humour evidenced in the data ; 2.4 Questions of methodology ; 3. Theoretical framework ; 3.1 The double voicing theory ; 4. Data analysis ; 5. Conclusion ; Appendix I: Data in French |
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Appendix II: Conventions of transcription Part 2. Plural identities and viewpoints in acquisition and language learning; Chapter 4. The self as other: Self words and pronominal reversals in language acquisition ; 1. Introduction ; 2. Children's self words ; 3. Pronominal reversal ; 3. The third person ; 4. The second person ; 5. Conclusion ; Chapter 5. The function of formulations in polyphonic dialogues ; 1. The concept of formulation ; 2. Research data ; 3. Analysis: Use of formulation in dialogue ; 4. Structured sequences of actions including formulations |
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5. Cultural presuppositions of formulations 6. Consequences for polyphonic dialogue ; 7. Conclusions ; Transcription conventions ; Chapter 6. Observing the paradox: Interrogative-negative questions as cues for a monophonic promotion of polyphony in educational practices ; 1. A new representation of education ; 2. The relevance of intertextuality in educational discourse ; 3. Method and data ; 4. Observing the paradox, a monophonic approach to the promotion of polyphony ; 4.1 Resisting the course of action: Non conforming-answers |
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4.2 Playing with intertextuality. The failure of a rhetorical device 5. Conclusions. On the limits of educating towards autonomy ; Annex 1: Italian originals of examples 1 & 2 ; Annex 2: Transcription conventions ; Chapter 7. Co-construction of identity in the Spanish heritage language classroom ; 1. Introduction ; 2. Background ; 2.1 U.S. Spanish heritage speakers and linguistic identity ; 2.2 Identity, discourse and context ; 3. Research questions ; 4. Ideologies of linguistic legitimacy and authenticity ; 5. Co-construction of identities in the classroom ; 5.1 The teacher-fronted context |
| Summary |
Following the definition of 'interior monologue' (IM) given by Edouard Dujardin (1931), we analysed a corpus of novels (by Schnitzler, Joyce, Dostoevsky, Pirandello) in which this literary technique is used. We discovered that, although one of the conventional meanings of monologue is 'discourse with one voice', IMs reveal intrinsic dialogism among different voices. These voices come both from different 'parts' of the speaker and from others (imagined, internalized people). In this sense, IMs are polyphonic. We focus on the linguistic and communicative forms of IMs, on how people speak |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Dialogue analysis.
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Dialogism (Literary analysis)
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Diglossia (Linguistics)
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Intercultural communication.
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LANGUAGE ARTS & DISCIPLINES -- Linguistics -- Sociolinguistics.
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Dialogism (Literary analysis)
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Dialogue analysis
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Diglossia (Linguistics)
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Intercultural communication
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| Form |
Electronic book
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| Author |
Lorda Mur, Clara Ubaldina, 1947-
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Zabalbeascoa Terran, Patrick.
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| ISBN |
9027273588 |
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9789027273581 |
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9027210322 |
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9789027210326 |
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