ABSTRACT

How do language instructors fulfill institutional mandates while also nurturing students’ interest? What becomes of this process when it unfolds not in one class meeting but in a series of pedagogical events? Classroom research has suggested the importance of integrating authentic, conversational, and rapport-building talk with instructional practices. What remains unknown but central to classroom practices is the temporal, institutional, and psychological underpinnings this integration entails. This ethnographic study explores the dialectical unfolding of paradigmatic and narrative thinking in a course of domestic U.S. students and international Korean students. Paradigmatic thought is concerned with truth, scientific logic and categorization, which are essential for explaining language features. Narrative thought ‘strives to put its timeless miracles into the particulars of experience, and to locate that experience in time and place.’ Drawing on classroom recordings, participant interviews, and instructional artifacts, the study shows that ordinary materials designated by the institution to underscore paradigmatic thinking were rendered extraordinary when the instructor and students collaboratively transformed them with interpersonally and interculturally meaningful stories across a chain of pedagogical encounters.

摘要

语言讲师如何在履行机构职责的同时又培养学生的兴趣？当它不是在一次班级会议上而是在一系列教学活动中展开时，该过程会变成什么样？课堂研究表明，将真实，对话和融洽的谈话与教学实践相结合的重要性。这种整合所需要的时间，机构和心理基础仍然是未知的，但对于课堂实践却至关重要。这项人种学研究探索了美国国内学生和韩国国际学生课程中范式和叙事思维的辩证性展开。范式思维与真理，科学逻辑和分类有关，这对于解释语言特征至关重要。叙事思想“力求将永恒的奇迹融入体验的细节中，并在时间和地点上定位这种体验。” 利用课堂记录，参与者访谈和教学文物，研究表明，当教师和学生通过一系列教学接触，通过人际关系和文化间有意义的故事来共同转换它们时，该机构指定用来强调范式思维的普通材料变得非同寻常。