Understanding Beliefs, Identity, Conceptions, and Motivations from a Discursive Psychology Perspective

Hsu, Pei-Ling; Roth, Wolff‐Michael

doi:10.1007/978-1-4020-9041-7_92

Cited by 9 publications

(8 citation statements)

References 20 publications

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“…Edwards (1993) points out that such researchers consider language as a lens by means of which cognitive representations of people can be perceived. Therefore, psychologists do not consider language as a resource and transform their empirical findings into psychological categories and consider them as entities that are quite fixed in each individual"s mind (Hsu and Roth, 2012).…”

Section: Discursive Psychologymentioning

confidence: 99%

“…The general assumption in these models is that people hold stable mental images in their minds and conceptual change researches aim to change these mental images from the wrong ones to the correct ones. There is increasing evidence, however, for the contingent nature of discourse, which questions the theoretical formulations underlying conceptions and conceptual change research (Hsu and Roth, 2012). Influenced by discursive psychology, science educational researchers start becoming aware of the fact that people do not need to have a mental image beforehand to explain a particular nature phenomenon but it is language provides them with resources to provide answers (Roth, 2008).…”

Section: Discursive Psychology and Motivationmentioning

confidence: 99%

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Iranian Housewives Motives for English Language Learning from a Discursive Psychology Perspective

Jafari

Kafipour

2018

International Journal of English Language and Literature Studie

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In this study, the principles of discursive psychology are used to critically analyze the accounts of Iranian housewife English learners on their motives and intentions for language learning. In the course of the analysis of semi-structured interviews with these housewives, four interpretative repertoires were identified: 'learning English for meeting the child"s need', 'learning English for a global need', 'learning English for a social need', and 'learning English for a psychological need'. The assumptions underlying these repertoires suggest that individuals" identities are tied to that of social pressure present in the family and the community. The results also indicate that these women"s perspectives on the notion of housewife are changing and fail to fully conform to the culturally accepted societal norms imposed on them in the society. Contribution/ Originality: This study contributes in the existing literature related to the discursive construction of accounts of Iranian housewives on their motives and purposes for English language learning. Four interpretative repertoires were identified in the analysis of the semi-structured interviews with these housewives who were learning English as a foreign language. 1. INTRODUCTION 1.1. Women in Iran Since the last part of the 20th century, one of the most significant and influential developments throughout the world have been an increase in higher education among women. According to Becker et al. (2010) this improved the lives of women in terms of having better marriage prospects, gaining better status of health, acquiring more effective parenting skills and making themselves ready for employment opportunities. Since the establishment of the Islamic Republic of Iran in 1979, female education has become the effective channel for improving women"s personal health and increasing their life expectancy, which resulted in the transformation of family structures (Caldwell, 1986; Cleland, 1990). In addition, female education in Iran contributed to increased participation in public affairs, which redefined women"s role and status in society (Shirazi, 2014).

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Section: Discursive Psychologymentioning

confidence: 99%

Section: Discursive Psychology and Motivationmentioning

confidence: 99%

Iranian Housewives Motives for English Language Learning from a Discursive Psychology Perspective

Jafari

Kafipour

2018

International Journal of English Language and Literature Studie

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“…However, most ER studies have investigated reading motivation either by heavily relying on preconstructed variables that are the outcome of reductionist logic or by identifying factors underlying the students’ discourses in the setting, instead of taking discourse as its own topic (Hsu & Roth, ). My purpose here is not to argue against these methodologies, which address questions of interest.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding Reading Motivation From EAP Students’ Categorical Work in a Focus Group

2018

TESOL Quarterly

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This article uses insights and methods from ethnomethodological conversation analysis (CA) and membership categorization analysis (MCA) to explore reading motivation as a topic (Burch, 2016). With the results of CA and MCA of the participants' categorical work in their interactions in a focus group setting, this study outlines how enthusiastic readers talk about their experience with and opinions about extensive reading (ER) and how they use their talk for interactive purposes in the focus group. The author shows how participants developed different positioned categories of a particular kind of reader while displaying their own stances toward the ER experience and reading behaviors. The author also shows how they changed their stances toward voluntary reading and how they assigned different propositions to their experience with ER while accomplishing agreement on two points: that voluntary reading is enjoyable but subject to time constraints. This study portrays a complex picture of reading motivation as related to different kinds of identity work and the moral responsibilities associated with certain identities. Post-analytically, the author suggests pedagogical implications of what the participants' categories say about issues related to the ER teaching principles in an English for academic purposes context. R esearch on extensive reading (ER) has provided abundant evidence of positive affective, cognitive, and behavioral effects on students' second language (L2) reading in a variety of educational contexts. For example, studies on ER and affect have demonstrated improved student attitudes and motivation (e.g.

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“…For example, students in a formal classroom setting may not feel comfortable articulating their thoughts or questions (Lerman, 2001). Situations such as this can be investigated through the use of discursive psychology methods, and the analysis of student language as a way to gauge their attitudes and understanding (Hsu and Roth, 2012).…”

Section: Discursive Psychologymentioning

confidence: 99%

Interest-driven STEM learning among youth through a social networking site

Evans

Won

Drape

2014

IJSMILE

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Engaging middle school youth in STEM curricula resulting in desired conceptual changes is challenging. Furthermore, social media are identified as platforms where youth naturally congregate for sustained interaction. Studio STEM was designed as an after school programme to engage learners (ages 11-15) in design-based science inquiry within a studio environment, enhanced by social media and digital tools. In the highlighted curriculum, Save the Penguins, youth performed scientific experiments and engineering practices to design an enclosure to protect penguin-shaped ice cubes from rising temperature. Researchers tracked attendee and facilitator interactions through the social networking site, Edmodo. Results assert that youth's understanding of science concepts was enhanced through participation in Studio STEM, evidenced through their articulation of understanding through Edmodo. Articulation remained dependent upon the amount of prompting that facilitators used within the Edmodo site as well as the availability of time set aside for students to interact with Edmodo.Biographical notes: Michael A. Evans is the Principal Investigator for the Studio STEM Project, researching adoption and use of social media for informal STEM learning. M.A. Evans et al.Samantha G.L. Won is a first-year doctoral student researching the role of social media in teaching and learning.Tiffany Drape is the Project Manager for Studio STEM through the Office of Educational Research and Outreach, researching teacher preparation and how educators integrate technology into their classrooms.

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Understanding Beliefs, Identity, Conceptions, and Motivations from a Discursive Psychology Perspective

Cited by 9 publications

References 20 publications

Iranian Housewives Motives for English Language Learning from a Discursive Psychology Perspective

Iranian Housewives Motives for English Language Learning from a Discursive Psychology Perspective

Understanding Reading Motivation From EAP Students’ Categorical Work in a Focus Group

Interest-driven STEM learning among youth through a social networking site

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