Conference poster: Schemas of emergent speech genres in teaching and learning interaction
Cognitive linguistics as a usage-based theory of emergent grammar is fundamental to the analysis of data from Cameroonian classroom interaction.
I connect the idea of linguistic units as schematic symbolic structures with the Bakhtinian notion of speech genres. Speech genres are not absolute rules of structure imposed on language, but tendencies emerging out of practice to become conventionalised recognisable patterns in communities of practice. When entrenched in language users, speech genres have both conventionalised meanings and conventionalised form, but are also schematic, underdetermining the forms and meanings produced in an actual usage event of a genre.
In the classroom interaction data from Cameroon the teacher has entrenched speech genres of classroom interaction, while the students have different conceptualisations of these. Meanings are constructed in the interaction, making the emergent character of language visible in the dynamic processes of the class as a community of practice.
I connect the idea of linguistic units as schematic symbolic structures with the Bakhtinian notion of speech genres. Speech genres are not absolute rules of structure imposed on language, but tendencies emerging out of practice to become conventionalised recognisable patterns in communities of practice. When entrenched in language users, speech genres have both conventionalised meanings and conventionalised form, but are also schematic, underdetermining the forms and meanings produced in an actual usage event of a genre.
In the classroom interaction data from Cameroon the teacher has entrenched speech genres of classroom interaction, while the students have different conceptualisations of these. Meanings are constructed in the interaction, making the emergent character of language visible in the dynamic processes of the class as a community of practice.
Publisert i Language, Communication and Cognition, 2008
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