ABSTRACT

This article examines spoken quotation in literary study during discussion of novels in junior and senior classrooms. It focusses on teachers’ third-turn exposition for literary-critical talk, a space where the modality of texts is transformed from print to oral expression. Teachers’ spoken quotation develops students’ sensitivity to how literary texts position their readerly perspective and response. Purposed to disciplinary pedagogic goals, spoken quotation itself has positioning influence, as teachers of literature guide students through multiple orientations to text even within single conversational turns. Methodological innovation adapts conversation analysis to account for the introduction of study texts to talk, the turn of the page as embedded quotation. Called QuoTE analysis, it draws on Bakhtin’s dialogic concept of heteroglossia to demonstrate how spoken quotation in exposition performs, foregrounds and invites changing reader-orientations. Analysis of transcript data additionally finds that teachers’ exposition positions students’ readings explicitly and tacitly, using the modal resources of spoken quotation with methodic subtlety.

摘要

本文在初中和高年级的小说讨论中，考察了文学研究中的口语引用。它着重于教师对文学批评话语的第三轮阐释，在该空间中，文本的形式从印刷转换为口头表达。老师的口语报价提高了学生对文学作品如何定位读者的观点和反应的敏感性。目的是为了达到学科的教学目标，口语语录本身具有定位影响力，因为文学老师甚至在一次对话中就可以引导学生从多种方向选择文本。方法的创新使对话分析适应了要交谈的学习文本的引入，即页面翻页为嵌入式引用。称为QuoTE分析，它借鉴了巴赫金（Bakhtin）的对话的异质性概念，以展示博览会中的口语表达如何表现，前景并邀请读者改变方向。笔录数据分析还发现，教师的口语表达使用了系统的，含蓄的口语报价模式资源，使学生的阅读明确而默契地定位。