id: 05807774
dt: j
an: 2010f.00354
au: Herbel-Eisenmann, Beth; Wagner, David; Cortes, Viviana
ti: Lexical bundle analysis in mathematics classroom discourse: the
significance of stance.
so: Educ. Stud. Math. 75, No. 1, 23-42 (2010).
py: 2010
pu: Springer Netherlands, Dordrecht
la: EN
cc: C50 C60 M80 D20
ut: corpus linguistics; hegemonic practices; hidden curriculum; lexical bundle;
mathematics education; socio-cultural; stance bundle; linguistics;
mathematical discourse; mathematics and language; classroom
observation; secondary schools
ci:
li: doi:10.1007/s10649-010-9253-6
ab: Summary: In this article, we introduce the lexical bundle, defined by
corpus linguists as a group of three or more words that frequently
recur together, in a single group, in a particular register (Biber,
Johansson, Leech, Conrad, \& Finegan, 2006; Cortes, English for
Specific Purposes 23:397-423, 2004). Attention to lexical bundles helps
to explore hegemonic practices in mathematics classrooms because
lexical bundles play an important role in structuring discourse and are
often treated as “common sense” ways of interacting. We narrow our
findings and discussion to a particular type of lexical bundle (called
a “stance bundle” or bundles that relate to feelings, attitudes,
value judgments, or assessments) because it was the most significant
type found. Through comparing our corpus from secondary mathematics
classrooms with two other corpora (one from university classrooms (not
including mathematics classrooms) and one from conversations), we show
that most of the stance bundles were particular to secondary
mathematics classrooms. The stance bundles are interpreted through the
lens of interpersonal positioning, drawing on ideas from systemic
functional linguistics. We conclude by suggesting additional research
that might be done, discussing limitations of this work, and pointing
out that the findings warrant further attention to interpersonal
positioning in mathematics classrooms.
rv: