Making sense of classroom interaction via a multiple-method design: social, experiential and epistemological dimensions
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.
Classroom interaction; Discourse analysis; Multiple-method design; Positioning; Grounded theory
Ling. disc. Universidade do Sul de Santa Catarina, Santa Catarina, ISSN 1982-4017
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