An introduction to discourse analysis: Theory and method

By D. Davies, Adam Jaworski, N. Coupland, James Paul Gee. 2002

2,923 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory, Philosophy

View Paper: https://www.semanticscholar.org/paper/ffc8b776cc28430f81a6880fa45c73af24deb3c9

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Citations in the corpus

Coding Classroom Interactions for Collective and Individual Engagement (2015, positive): “Such a broad view is referred to as “big D” discourse (Gee, 1990, 2014), and data tend to be analyzed through an inductive and grounded approach, which characterizes discourse as emergent.”
Choose Your Method: A Comparison of Phenomenology, Discourse Analysis, and Grounded Theory (2007, positive): “Careful analysis of language, using what Gee (2005) has described as the seven “building tasks” of language (significance, activities, identities, relationships, politics, connections, and sign systems and knowledge), can shed light on the creation and maintenance of social norms, the construction…”
Learning English Bilingually: Age of Onset of Exposure and Rate of Acquisition Among English Language Learners in a Bilingual Education Program (2005, positive): “As Gee (1999) has pointed out, language use has the effect of establishing a who and a what, a socially situated person engaged in a particular kind of craft or activity—a teacher, a doctor, a member of a club or street gang, a regular at a local bar, or a student at school.”
To Disagree, We Must Also Agree: How Intersubjectivity Structures and Perpetuates Discourse in a Mathematics Classroom (2006, positive): “As we conceptualized the criteria for determining stanza boundaries following Gee (2005), we started each stanza with the initiation of a new speaker’s turn to present ideas about the problem and continued it until a substantively new idea or line of discussion was introduced.”
Coaching Discourse (2013, positive): “Instructional discourse is often asymmetrical and carries with it attributes of dominance and difference engendering power relations (Gee, 1999; Johnston, 2004; Rainville, 2007).”
Taking Up Opportunities to Learn: Constructing Dispositions in Mathematics Classrooms (2009, neutral): “For example, who is presented with opportunities to work autonomously? How do such opportunities arise in the interaction? Do some students have more chances than others? These questions pertain directly to understanding student participation and require a consideration of the ways in which classroo”
Meaning between, in and around words, gestures and postures – multimodal meaning-making in children's classroom discourse (2014, positive): “…publication of Kress and Van Leeuwen’s Multimodal Discourse (Kress and Van Leeuwen 2001), there have been studies of teacher– pupil classroom communication incorporating other modes of meaning-making such as gaze and posture in addition to language (Jewitt and Kress 2003; Flewitt 2005, 2006).”
Explicit reasoning, creativity and co-construction in primary school children's collaborative activities (2006, methodology): “While this characterisation of talk was inspired by conceptual analysis, it was also influenced by direct empirical research and by the findings on effective collaborative learning reported in the literature (summarised in Wegerif & Mercer, 1996), particularly the work of Kruger (1993) and Light, Li”
Computational Sociolinguistics: A Survey (2016, positive): “At a conceptual level, this work draws heavily from a foundation in linguistic pragmatics [98, 155] as well as sociological theories of discourse [83, 251].”
The Power of Mediating Artifacts in Group-Level Development of Mathematical Discourses (2009, positive): “Theory and method guided by this perspective highlight that mathematics is communication (National Council of Teachers of Mathematics, 2006), and discourse and practices (Moschkovich, 2002; Gee, 1999), through which groups, “.”
A Situated and Sociocultural Perspective on Bilingual Mathematics Learners (2002, positive): “Gee (1999) also discussed the meaning of words: A situated view of the meaning of words means that the meanings of words are not stable and general.”
Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study. Statistical Analysis Report. NCES 2006-011. (2006, background): “Research on learning conducted in a variety of fields and from differing methodological approaches and theoretical perspectives(11) points to the need for the learner to play an active role in the sense-making process, interacting with experts (whether this is a teacher or text) to develop new under”
EXAMINING MATHEMATICAL DISCOURSE PRACTICES (2007, positive): “I use the following questions (loosely following Gee, 1999 ):”
Questions in Time: Investigating the Structure and Dynamics of Unfolding Classroom Discourse (2003, positive): “…systematically analyze large datasets of interactions—many cases—with attention not only to macro variables, for example, culture and demography that Gee (1999) related to “Big-D” discourses, but also micro variables, for example, particular discourse moves Gee calls “little-d” discourse, as…”
The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students (2009, positive): “Informed by discourse analysis methods (Gee, 1999) and Table 1 Dimensions of Instruction: Management (TCM and CM), Context (Whole Class, Small Group, etc.”
Linguistic perspectives on the development of intercultural competence in telecollaboration (2003, positive): “…and Eric produced differing amounts of telecollaborative discourse over the course of their correspondence, the frequency of their appraisals needs to be relativized according to an absolute value for the purposes of revelatory comparison (see Gee, 1999, p. 133, for an identical analytical move).”
How students blend conceptual and formal mathematical reasoning in solving physics problems (2011, positive): “Although these markers are discussed by the discourse and framing analysis literature, (Gee, 1999; Tannen, 1993), we do not claim to be doing discourse or framing analysis.”