CHI TIẾT NGHIÊN CỨU …

Tiêu đề

The educational soundscape: Participation and perception in Japanese high school english lessons

Tác giả

Meacham S.S.

Năm xuất bản

2007

Source title

Mind, Culture, and Activity

Số trích dẫn

DOI

10.1080/10749030701316334

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-61449318030&doi=10.1080%2f10749030701316334&partnerID=40&md5=a7accde7e4a0f28f37cd7b9e416491c6

Tóm tắt

In this article I discuss the emergence of practices of hearing in the midst of English language learning activities. I focus on listening activities during oral English lessons at two public high schools in Tokyo, Japan. One setting is a liberal arts high school. The other is a technical high school where students are trained in specializations such as industrial chemistry and electrical engineering. The different organization of listening activities in each of the schools has consequences for the different shape, texture, and categorization of what is heard. I show how hearing, therefore, is an act not solely located the moment sound meets the ear of an individual. Rather, it is socially rationed, controlled, and imagined through the joint actions of participants before, during, and after such physiological hearing takes place. This constitutes hearing as a social act, cognitively distributed among participants and over space and time in the classroom.

Từ khóa

Tài liệu tham khảo

Bakhtin M., Discourse in the novel, The dialogic imagination: Four essays, pp. 259-422, (1981); Besnier N., Reported speech and affect on Nukulaelae atoll, Responsibility and evidence in oral discourse, pp. 161-181, (1992); Cook H.M., Meanings of non-referential indexes: A case study of the Japanese sentence-final particle ne, Text, 12, pp. 507-539, (1992); Feld S., Sound and sentiment: Birds, weeping, poetics, and song in Kaluli expression, (1982); Feld S., Doing anthropology in sound, American Ethnologist, 31, pp. 461-474, (2004); Goffman E., Frame analysis, an essay on the organization of experience, (1974); Goodwin C., Professional vision, American Anthropologist, 96, pp. 606-633, (1994); Goodwin C., Goodwin M.H., Assessments and the construction of context, Rethinking context, language as an interactive phenomenon, pp. 147-189, (1992); Goodwin C., Goodwin M.H., Seeing as situated activity: Formulating planes, Cognition and communication at work, pp. 61-95, (1996); Heidegger M., Being and time, (1962); Hill J.H., Irvine J.T., Introduction, Responsibility and evidence in oral discourse, pp. 1-23, (1992); Irvine J.T., When talk isn't cheap: Language and political economy, American Ethnologist, 16, pp. 248-267, (1989); Irvine J.T., Shadow conversations: The indeterminacy of participant roles, Natural histories of discourse, pp. 131-159, (1996); Meacham S., Constructing agency out of language contact: Evidentiality in Japanese high school English lessons and the production of socio-cultural identity, (2004); Mehan H., Learning lessons: Social organization in the classroom, (1979); Nishizaka A., Seeing what one sees: Perception, emotion, and activity, Mind, Culture, and Activity, 7, pp. 105-123, (2000); Ochs E., Schegloff E.A., Thompson S.A., Introduction, Interaction and grammar, studies in interactional sociolinguistics, 13, pp. 1-51, (1996); Richards J.C., Rodgers T.S., Approaches and methods in language teaching, (2001); Wertsch J., A sociocultural approach to socially shared cognition, Perspectives on socially shared cognition, pp. 85-100, (1991)