Making sense of classroom interaction via a multiple-method design: social experiential and epistemological dimensions

• Autores: Irit Kupferberg, Sarah Shimoni, Esther Vardi-Rath
• Localización: Linguagem em (Dis)curso, ISSN-e 1518-7632, Vol. 9, Nº. 1, 2009
• Idioma: portugués
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• Resumen

  • This article explores the contribution of a multiple-method design to the study of classroom interaction. The theoretical and methodological frameworks of three constructivist discourse-oriented methods (i.e., Institutional Speech Event Analysis, The Four-World Method and Grounded Theory) are summarized and the same text is submitted to three independent text analyses. The article shows that a multiple-method design is conducive to the discovery of implicit meanings related to social, experiential and epistemological aspects of classroom interaction.