Spaces of polyphony /:
Following the definition of 'interior monologue' (IM) given by Edouard Dujardin (1931), we analysed a corpus of novels (by Schnitzler, Joyce, Dostoevsky, Pirandello) in which this literary technique is used. We discovered that, although one of the conventional meanings of monologue is ...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Philadelphia :
John Benjamins Pub. Co.,
2012.
|
| Schriftenreihe: | Dialogue studies ;
v. 15. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Following the definition of 'interior monologue' (IM) given by Edouard Dujardin (1931), we analysed a corpus of novels (by Schnitzler, Joyce, Dostoevsky, Pirandello) in which this literary technique is used. We discovered that, although one of the conventional meanings of monologue is 'discourse with one voice', IMs reveal intrinsic dialogism among different voices. These voices come both from different 'parts' of the speaker and from others (imagined, internalized people). In this sense, IMs are polyphonic. We focus on the linguistic and communicative forms of IMs, on how people speak. |
| Beschreibung: | 1 online resource (vii, 299 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9027273588 9789027273581 9027210322 9789027210326 |
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| 490 | 1 | |a Dialogue studies ; |v v. 15 | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Spaces of Polyphony; Editorial page ; Title page ; LCC data ; Table of contents ; Introduction ; Part 1. Strategies in daily conversations; Chapter 1. Strategy and creativity in dialogue ; 1. Strategy and creativity from a dialogical perspective ; 2. Interactions as activities and the predictability of responses within them ; 3. Intentionality ; 4. Reprise ; Appendix: Transcription symbols (from Fitch and Sanders, 2005) ; Chapter 2. Conversational irony: Evaluating complaints ; 1. Introduction ; 2. Data and methodology ; 3. The complaint sequence. | |
| 505 | 8 | |a 3.1 The preface sequence: initiation of complaint/criticism 3.2 The telling sequence: Description of transgression ; 3.3 The response sequence: Ironic evaluation ; 4. Conclusion ; Appendix I: Original examples ; Appendix II: Transcription system ; Chapter 3. Speaking through other voices ; 1. Introduction ; 2. The data ; 2.1 The corpus ; 2.2 Nature of the interactive setting ; 2.3 The kind of humour evidenced in the data ; 2.4 Questions of methodology ; 3. Theoretical framework ; 3.1 The double voicing theory ; 4. Data analysis ; 5. Conclusion ; Appendix I: Data in French. | |
| 505 | 8 | |a Appendix II: Conventions of transcription Part 2. Plural identities and viewpoints in acquisition and language learning; Chapter 4. The self as other: Self words and pronominal reversals in language acquisition ; 1. Introduction ; 2. Children's self words ; 3. Pronominal reversal ; 3. The third person ; 4. The second person ; 5. Conclusion ; Chapter 5. The function of formulations in polyphonic dialogues ; 1. The concept of formulation ; 2. Research data ; 3. Analysis: Use of formulation in dialogue ; 4. Structured sequences of actions including formulations. | |
| 505 | 8 | |a 5. Cultural presuppositions of formulations 6. Consequences for polyphonic dialogue ; 7. Conclusions ; Transcription conventions ; Chapter 6. Observing the paradox: Interrogative-negative questions as cues for a monophonic promotion of polyphony in educational practices ; 1. A new representation of education ; 2. The relevance of intertextuality in educational discourse ; 3. Method and data ; 4. Observing the paradox, a monophonic approach to the promotion of polyphony ; 4.1 Resisting the course of action: Non conforming-answers. | |
| 505 | 8 | |a 4.2 Playing with intertextuality. The failure of a rhetorical device 5. Conclusions. On the limits of educating towards autonomy ; Annex 1: Italian originals of examples 1 & 2 ; Annex 2: Transcription conventions ; Chapter 7. Co-construction of identity in the Spanish heritage language classroom ; 1. Introduction ; 2. Background ; 2.1 U.S. Spanish heritage speakers and linguistic identity ; 2.2 Identity, discourse and context ; 3. Research questions ; 4. Ideologies of linguistic legitimacy and authenticity ; 5. Co-construction of identities in the classroom ; 5.1 The teacher-fronted context. | |
| 520 | |a Following the definition of 'interior monologue' (IM) given by Edouard Dujardin (1931), we analysed a corpus of novels (by Schnitzler, Joyce, Dostoevsky, Pirandello) in which this literary technique is used. We discovered that, although one of the conventional meanings of monologue is 'discourse with one voice', IMs reveal intrinsic dialogism among different voices. These voices come both from different 'parts' of the speaker and from others (imagined, internalized people). In this sense, IMs are polyphonic. We focus on the linguistic and communicative forms of IMs, on how people speak. | ||
| 650 | 0 | |a Dialogue analysis. |0 http://id.loc.gov/authorities/subjects/sh94003592 | |
| 650 | 0 | |a Dialogism (Literary analysis) |0 http://id.loc.gov/authorities/subjects/sh00009821 | |
| 650 | 0 | |a Diglossia (Linguistics) |0 http://id.loc.gov/authorities/subjects/sh85037991 | |
| 650 | 0 | |a Intercultural communication. |0 http://id.loc.gov/authorities/subjects/sh85067222 | |
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| contents | Spaces of Polyphony; Editorial page ; Title page ; LCC data ; Table of contents ; Introduction ; Part 1. Strategies in daily conversations; Chapter 1. Strategy and creativity in dialogue ; 1. Strategy and creativity from a dialogical perspective ; 2. Interactions as activities and the predictability of responses within them ; 3. Intentionality ; 4. Reprise ; Appendix: Transcription symbols (from Fitch and Sanders, 2005) ; Chapter 2. Conversational irony: Evaluating complaints ; 1. Introduction ; 2. Data and methodology ; 3. The complaint sequence. 3.1 The preface sequence: initiation of complaint/criticism 3.2 The telling sequence: Description of transgression ; 3.3 The response sequence: Ironic evaluation ; 4. Conclusion ; Appendix I: Original examples ; Appendix II: Transcription system ; Chapter 3. Speaking through other voices ; 1. Introduction ; 2. The data ; 2.1 The corpus ; 2.2 Nature of the interactive setting ; 2.3 The kind of humour evidenced in the data ; 2.4 Questions of methodology ; 3. Theoretical framework ; 3.1 The double voicing theory ; 4. Data analysis ; 5. Conclusion ; Appendix I: Data in French. Appendix II: Conventions of transcription Part 2. Plural identities and viewpoints in acquisition and language learning; Chapter 4. The self as other: Self words and pronominal reversals in language acquisition ; 1. Introduction ; 2. Children's self words ; 3. Pronominal reversal ; 3. The third person ; 4. The second person ; 5. Conclusion ; Chapter 5. The function of formulations in polyphonic dialogues ; 1. The concept of formulation ; 2. Research data ; 3. Analysis: Use of formulation in dialogue ; 4. Structured sequences of actions including formulations. 5. Cultural presuppositions of formulations 6. Consequences for polyphonic dialogue ; 7. Conclusions ; Transcription conventions ; Chapter 6. Observing the paradox: Interrogative-negative questions as cues for a monophonic promotion of polyphony in educational practices ; 1. A new representation of education ; 2. The relevance of intertextuality in educational discourse ; 3. Method and data ; 4. Observing the paradox, a monophonic approach to the promotion of polyphony ; 4.1 Resisting the course of action: Non conforming-answers. 4.2 Playing with intertextuality. The failure of a rhetorical device 5. Conclusions. On the limits of educating towards autonomy ; Annex 1: Italian originals of examples 1 & 2 ; Annex 2: Transcription conventions ; Chapter 7. Co-construction of identity in the Spanish heritage language classroom ; 1. Introduction ; 2. Background ; 2.1 U.S. Spanish heritage speakers and linguistic identity ; 2.2 Identity, discourse and context ; 3. Research questions ; 4. Ideologies of linguistic legitimacy and authenticity ; 5. Co-construction of identities in the classroom ; 5.1 The teacher-fronted context. |
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| genre | Electronic book. |
| genre_facet | Electronic book. |
| id | ZDB-4-EBA-ocn905747625 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:26:32Z |
| institution | BVB |
| isbn | 9027273588 9789027273581 9027210322 9789027210326 |
| language | English |
| oclc_num | 905747625 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (vii, 299 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | John Benjamins Pub. Co., |
| record_format | marc |
| series | Dialogue studies ; |
| series2 | Dialogue studies ; |
| spelling | Spaces of polyphony / edited by Clara-Ubaldina Lorda, Patrick Zabalbeascoa. Amsterdam ; Philadelphia : John Benjamins Pub. Co., 2012. 1 online resource (vii, 299 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Dialogue studies ; v. 15 Includes bibliographical references and index. Spaces of Polyphony; Editorial page ; Title page ; LCC data ; Table of contents ; Introduction ; Part 1. Strategies in daily conversations; Chapter 1. Strategy and creativity in dialogue ; 1. Strategy and creativity from a dialogical perspective ; 2. Interactions as activities and the predictability of responses within them ; 3. Intentionality ; 4. Reprise ; Appendix: Transcription symbols (from Fitch and Sanders, 2005) ; Chapter 2. Conversational irony: Evaluating complaints ; 1. Introduction ; 2. Data and methodology ; 3. The complaint sequence. 3.1 The preface sequence: initiation of complaint/criticism 3.2 The telling sequence: Description of transgression ; 3.3 The response sequence: Ironic evaluation ; 4. Conclusion ; Appendix I: Original examples ; Appendix II: Transcription system ; Chapter 3. Speaking through other voices ; 1. Introduction ; 2. The data ; 2.1 The corpus ; 2.2 Nature of the interactive setting ; 2.3 The kind of humour evidenced in the data ; 2.4 Questions of methodology ; 3. Theoretical framework ; 3.1 The double voicing theory ; 4. Data analysis ; 5. Conclusion ; Appendix I: Data in French. Appendix II: Conventions of transcription Part 2. Plural identities and viewpoints in acquisition and language learning; Chapter 4. The self as other: Self words and pronominal reversals in language acquisition ; 1. Introduction ; 2. Children's self words ; 3. Pronominal reversal ; 3. The third person ; 4. The second person ; 5. Conclusion ; Chapter 5. The function of formulations in polyphonic dialogues ; 1. The concept of formulation ; 2. Research data ; 3. Analysis: Use of formulation in dialogue ; 4. Structured sequences of actions including formulations. 5. Cultural presuppositions of formulations 6. Consequences for polyphonic dialogue ; 7. Conclusions ; Transcription conventions ; Chapter 6. Observing the paradox: Interrogative-negative questions as cues for a monophonic promotion of polyphony in educational practices ; 1. A new representation of education ; 2. The relevance of intertextuality in educational discourse ; 3. Method and data ; 4. Observing the paradox, a monophonic approach to the promotion of polyphony ; 4.1 Resisting the course of action: Non conforming-answers. 4.2 Playing with intertextuality. The failure of a rhetorical device 5. Conclusions. On the limits of educating towards autonomy ; Annex 1: Italian originals of examples 1 & 2 ; Annex 2: Transcription conventions ; Chapter 7. Co-construction of identity in the Spanish heritage language classroom ; 1. Introduction ; 2. Background ; 2.1 U.S. Spanish heritage speakers and linguistic identity ; 2.2 Identity, discourse and context ; 3. Research questions ; 4. Ideologies of linguistic legitimacy and authenticity ; 5. Co-construction of identities in the classroom ; 5.1 The teacher-fronted context. Following the definition of 'interior monologue' (IM) given by Edouard Dujardin (1931), we analysed a corpus of novels (by Schnitzler, Joyce, Dostoevsky, Pirandello) in which this literary technique is used. We discovered that, although one of the conventional meanings of monologue is 'discourse with one voice', IMs reveal intrinsic dialogism among different voices. These voices come both from different 'parts' of the speaker and from others (imagined, internalized people). In this sense, IMs are polyphonic. We focus on the linguistic and communicative forms of IMs, on how people speak. Dialogue analysis. http://id.loc.gov/authorities/subjects/sh94003592 Dialogism (Literary analysis) http://id.loc.gov/authorities/subjects/sh00009821 Diglossia (Linguistics) http://id.loc.gov/authorities/subjects/sh85037991 Intercultural communication. http://id.loc.gov/authorities/subjects/sh85067222 Analyse du dialogue. Dialogisme. Diglossie. LANGUAGE ARTS & DISCIPLINES Linguistics Sociolinguistics. bisacsh Dialogism (Literary analysis) fast Dialogue analysis fast Diglossia (Linguistics) fast Intercultural communication fast Electronic book. Lorda Mur, Clara Ubaldina, 1947- https://id.oclc.org/worldcat/entity/E39PBJth6rDCmPPrpkHVHQhWDq http://id.loc.gov/authorities/names/n95071288 Zabalbeascoa Terran, Patrick. http://id.loc.gov/authorities/names/nb2006008165 has work: Spaces of polyphony (Text) https://id.oclc.org/worldcat/entity/E39PCG8P3hqYB3QDdfPWMG6BT3 https://id.oclc.org/worldcat/ontology/hasWork Print version: Spaces of polyphony. Amsterdam ; Philadelphia : John Benjamins Pub. Co., 2012 (DLC) 2012016822 Dialogue studies ; v. 15. http://id.loc.gov/authorities/names/no2008000590 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=477383 Volltext |
| spellingShingle | Spaces of polyphony / Dialogue studies ; Spaces of Polyphony; Editorial page ; Title page ; LCC data ; Table of contents ; Introduction ; Part 1. Strategies in daily conversations; Chapter 1. Strategy and creativity in dialogue ; 1. Strategy and creativity from a dialogical perspective ; 2. Interactions as activities and the predictability of responses within them ; 3. Intentionality ; 4. Reprise ; Appendix: Transcription symbols (from Fitch and Sanders, 2005) ; Chapter 2. Conversational irony: Evaluating complaints ; 1. Introduction ; 2. Data and methodology ; 3. The complaint sequence. 3.1 The preface sequence: initiation of complaint/criticism 3.2 The telling sequence: Description of transgression ; 3.3 The response sequence: Ironic evaluation ; 4. Conclusion ; Appendix I: Original examples ; Appendix II: Transcription system ; Chapter 3. Speaking through other voices ; 1. Introduction ; 2. The data ; 2.1 The corpus ; 2.2 Nature of the interactive setting ; 2.3 The kind of humour evidenced in the data ; 2.4 Questions of methodology ; 3. Theoretical framework ; 3.1 The double voicing theory ; 4. Data analysis ; 5. Conclusion ; Appendix I: Data in French. Appendix II: Conventions of transcription Part 2. Plural identities and viewpoints in acquisition and language learning; Chapter 4. The self as other: Self words and pronominal reversals in language acquisition ; 1. Introduction ; 2. Children's self words ; 3. Pronominal reversal ; 3. The third person ; 4. The second person ; 5. Conclusion ; Chapter 5. The function of formulations in polyphonic dialogues ; 1. The concept of formulation ; 2. Research data ; 3. Analysis: Use of formulation in dialogue ; 4. Structured sequences of actions including formulations. 5. Cultural presuppositions of formulations 6. Consequences for polyphonic dialogue ; 7. Conclusions ; Transcription conventions ; Chapter 6. Observing the paradox: Interrogative-negative questions as cues for a monophonic promotion of polyphony in educational practices ; 1. A new representation of education ; 2. The relevance of intertextuality in educational discourse ; 3. Method and data ; 4. Observing the paradox, a monophonic approach to the promotion of polyphony ; 4.1 Resisting the course of action: Non conforming-answers. 4.2 Playing with intertextuality. The failure of a rhetorical device 5. Conclusions. On the limits of educating towards autonomy ; Annex 1: Italian originals of examples 1 & 2 ; Annex 2: Transcription conventions ; Chapter 7. Co-construction of identity in the Spanish heritage language classroom ; 1. Introduction ; 2. Background ; 2.1 U.S. Spanish heritage speakers and linguistic identity ; 2.2 Identity, discourse and context ; 3. Research questions ; 4. Ideologies of linguistic legitimacy and authenticity ; 5. Co-construction of identities in the classroom ; 5.1 The teacher-fronted context. Dialogue analysis. http://id.loc.gov/authorities/subjects/sh94003592 Dialogism (Literary analysis) http://id.loc.gov/authorities/subjects/sh00009821 Diglossia (Linguistics) http://id.loc.gov/authorities/subjects/sh85037991 Intercultural communication. http://id.loc.gov/authorities/subjects/sh85067222 Analyse du dialogue. Dialogisme. Diglossie. LANGUAGE ARTS & DISCIPLINES Linguistics Sociolinguistics. bisacsh Dialogism (Literary analysis) fast Dialogue analysis fast Diglossia (Linguistics) fast Intercultural communication fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh94003592 http://id.loc.gov/authorities/subjects/sh00009821 http://id.loc.gov/authorities/subjects/sh85037991 http://id.loc.gov/authorities/subjects/sh85067222 |
| title | Spaces of polyphony / |
| title_auth | Spaces of polyphony / |
| title_exact_search | Spaces of polyphony / |
| title_full | Spaces of polyphony / edited by Clara-Ubaldina Lorda, Patrick Zabalbeascoa. |
| title_fullStr | Spaces of polyphony / edited by Clara-Ubaldina Lorda, Patrick Zabalbeascoa. |
| title_full_unstemmed | Spaces of polyphony / edited by Clara-Ubaldina Lorda, Patrick Zabalbeascoa. |
| title_short | Spaces of polyphony / |
| title_sort | spaces of polyphony |
| topic | Dialogue analysis. http://id.loc.gov/authorities/subjects/sh94003592 Dialogism (Literary analysis) http://id.loc.gov/authorities/subjects/sh00009821 Diglossia (Linguistics) http://id.loc.gov/authorities/subjects/sh85037991 Intercultural communication. http://id.loc.gov/authorities/subjects/sh85067222 Analyse du dialogue. Dialogisme. Diglossie. LANGUAGE ARTS & DISCIPLINES Linguistics Sociolinguistics. bisacsh Dialogism (Literary analysis) fast Dialogue analysis fast Diglossia (Linguistics) fast Intercultural communication fast |
| topic_facet | Dialogue analysis. Dialogism (Literary analysis) Diglossia (Linguistics) Intercultural communication. Analyse du dialogue. Dialogisme. Diglossie. LANGUAGE ARTS & DISCIPLINES Linguistics Sociolinguistics. Dialogue analysis Intercultural communication Electronic book. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=477383 |
| work_keys_str_mv | AT lordamurclaraubaldina spacesofpolyphony AT zabalbeascoaterranpatrick spacesofpolyphony |