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1、Part Ethnographic-based Discourse Analysis,Conversation analysts:,narrow perspective focus on the conversation,moment-by-moment mechanics of social interaction“objective”patterns,Ethnographic approaches,Broader perspectiveconversations are just part of a wide range of data,it also includes observati
2、ons,interviews with participants subjective impressions of the researcher,1.Ethnographic-based discourse analysis Uses,issues and prospects Graham Smart,Uses for research,Interpretive ethnographyTo explore a particular social groups discourse practicesThe goal is to gain a quasi-insiders understandi
3、ngA variety methods including participant observation,interviews,text analysis,surveys and focus groups,Explore and describe in detail the social contexts within which texts are produced,read and used,produce a thick description,Five Methodological issues,1.The first issue:what kind of research“qual
4、ifies”as ethnography,and what does not?Ethnography:one particular kind of qualitative or naturalistic research or field research,Distinction between the terms ethnography and case studyCase study:a small number of informants in their everyday life or on a single significant eventEthnography:local cu
5、lture of social group,viewed as a collective,produces a holistic account of the shared conceptual world,E.g.whether a study based on a single mornings visit to a business organization could be described as an ethnography No.it demands a considerable commitment of time,2.“thick description”highly det
6、ailed account of a culture,-account of the discursive system,a unique world,3.relationship between ethnography and theorySome believe:begin the study unencumbered（不受妨碍）by any particular theoriesOthers think:cannot produce theory,since findings are site-specific and unrealizable,It is both advisable
7、and also inevitable:To begin an ethnographic study with certain theoretical notions already in mind,Bring together:,An experience-near concept:informant might himself naturally and effortlessly use to define what or his fellows see,feel,An experience-distant concept:a researcher employs to forward t
8、heir scientific,philosophical aims.,Can the thick description of a particular social groups discourse and conceptual world be used to generalize social life beyond the specific case?Yes,4.How to maintain a balance of engagement with and detachment from the informants conceptual reality,Interact with
9、 members of the group over an extended period of time,usually focusing on a particular cluster of informants.Researcher cant over-identify with it,Researchers aim:connect observed areas into a larger patternHowever,danger:identify with the informants world-view,unable to see beyond it.Find a way of
10、balancing engagement with a degree of detachment,5.whether,and under what conditions,ethnographic-based discourse analysis is compatible with other methodologies?,Yes.Accommodate both a fine-grained analysis of interaction and broader view of social practice and ideology.,民族志为基础的话语分析法比较适用于商务话语的研究，其中
11、所倡导的参与者研究法被广泛应用（如Van Hout&Macgilchrist,2010；Smart，2006,2008）。如Smart关于单个场所和多个场所的两项商务话语的研究都采取了民族志的方法。在第一项研究中，Smart作为写作培训顾问在渥太华加拿大中央银行工作了14年，之后还在该银行做了9年的后续研究。,该研究考察银行275位经济学家的话语实践，主要涉及以下两个方面：1.研究经济学家如何运用各种书面语和口语体裁以及计算机支持的经济模型，创造专业知识描述加拿大经济的现状和未来走势。2.研究经济学家如何运用另一套话语体裁进行银行外部的沟通，协调和政府、媒体、企业界、金融市场、劳动力市场以及学
12、术界之间的关系，以维护该银行作为国家金融权威机构在公众中的合法性和权威性。,在Smart的第二项研究中，24位修读专门用途写作课程的美国本科生不仅是观察者，更是积极的行动者。这些本科生在不同的机构如高科技公司、媒体机构、汽车制造公司和非盈利机构实习。,他们每周有10个小时在机构实习，还有2个小时由研究者指导学生如何搜集和分析工作场所的语料。这项研究持续了4年，它的主要目的是探讨写作如何在工作场所发挥作用，以及实习生如何从课堂转变到职业场所。其中所倡导的“参与者的行动研究”使学生很有受益。,本周介绍2项本土化的ethnographic discourse analysis 的研究1.Remaki
13、ng of Face and Community of Practice:An Ethnography of Local and Expatriate Teachers Reform Stories in Todays China 欧阳护华2.当代中国的双重话语-两代大学生口述个人历史的个案研究（冯捷蕴）,简略介绍：Remaking of Face and Community of Practice:An Ethnography of Local and Expatriate Teachers Reform Stories in Todays China欧阳护华,1.3 The problem
14、atic of the existing ELT(English Language Teaching)reform literature,the researchers tend to emphasize the pedagogical dimension,focusing on methodological aspects such as the ways in which the CLT(Communicative Language Teaching)approach outperforms the TM(Traditional Method),with little regard to
15、its appropriateness vis-vis the socio-cultural and political contexts in China.,What are the different ideologies behind CLT and TM?,I will argue that a change in ELT methodology from TM to CLT involves not only a change in teaching methods and roles for teachers but,more significantly,a remaking of
16、 discourse systems,i.e.a remaking of socialization processes guided by different ideologies,as well as a remaking of social identities and power relations.,Chapter 2 anthropological life history of a secondary school teacher from the countryside;Chapter 3 student evaluation of foreign teachers in Gu
17、angwai(questionnaire survey,open-ending interviews,focus group discussion);Chapter 4 Guangwai as a community of practices(participant observation,ethnographic interviews).,Conclusion and recommendations,(a)Nature of the ELT reform:Going beyond the former narrow(linguistic)perspective),the present st
18、udy adopted a broader theoretical framework Discourse System,The ELT reform necessarily entails a remaking of:,ideology,socialization,forms of discourse/community of practices,face/power relationsfrom conservatism to liberalism,collectivism to individualism,authoritarianism to egalitarianism;from da
19、nwei/family to civil society(公民/市民社会）;,Research Implications,There should be a new component in ELT teacher education programs to make explicit the socio-political ramifications(具体后果）of doing reform,and to prepare individual teachers for the social consequences.The new component should also address the issue of indigenizing CLT in local contexts.,The way out:,analyzing the practices of both the best local teachers and foreign experts who have successfully gone native;looking for teaching approaches characterized by convergence and synergy.,
