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Using cultural discourse analysis and storytelling to design an applied intervention for U.S. English language education
Journal of Applied Communication Research ( IF 2.462 ) Pub Date : 2021-05-03 , DOI: 10.1080/00909882.2021.1919744
Kellie Brownlee 1
Affiliation  

ABSTRACT

Applied communication interventions call for detailed knowledge of the scene and the cultural assumptions that inform the communication taking place. This paper shows how Cultural Discourse Analysis (CuDA) was used to study the practice of ‘conversation’ in English language learners (ELLs) groups at a public library in the Western United States. The analysis demonstrated that ‘conversation’ is a culturally specific practice requiring elucidation. This led to the design of storytelling workshops that helped participants improve their language skills and cultural knowledge. Data were collected in a three-phase project: (1) a preliminary ethnography(2) a design phase to create a strategic plan for addressing concerns, and (3) an applied communication intervention consisting of storytelling workshops for ELLs. The paper provides a model for conducting applied communication research using an ethnographic, culture-centered approach, and demonstrates the value of storytelling as a practice for improving English language education.



中文翻译:

使用文化话语分析和讲故事设计美国英语教育的应用干预

摘要

应用沟通干预需要对场景和文化假设的详细知识,为沟通提供信息。本文展示了如何使用文化话语分析 (CuDA) 来研究美国西部公共图书馆英语学习者 (ELL) 群体的“对话”实践。分析表明,“对话”是一种需要阐明的特定文化实践。这导致设计讲故事讲习班,帮助参与者提高他们的语言技能和文化知识。数据是在一个三阶段项目中收集的:(1) 初步民族志 (2) 设计阶段,以创建解决问题的战略计划,以及 (3) 应用交流干预,包括为 ELL 讲故事的讲习班。

更新日期:2021-05-03
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