{"title":"以学习者为中心与以教师为中心的课堂:社会认知视角下利益相关者立场的批判性话语分析","authors":"Nadia Nisar, M. S. Hussain","doi":"10.31703/gssr.2023(viii-ii).18","DOIUrl":null,"url":null,"abstract":"The research conducted for this study took place in a Pakistani educational institution. It compared the learner-centred (LC) and teacher-centred (TC) methods and investigated the learners' opinions regarding each method. This study employed qualitative methodology. Two classroom discussions were recorded in LC and TC modes to capture data. Participants in the study were given an open-ended questionnaire. Analyses of data were guided by Critical Discourse Analysis (CDA). The application of the socio-cognitive model (Dijk, 2006) and 3D model (Fairclough, 1995) revealed speech and ideology differences between TC and LC. The learners preferred the LC method. This research will encourage other academics to research different instruction methods. This research will also benefit applied linguists, particularly language teachers, to determine the effectiveness of teaching methods.","PeriodicalId":235368,"journal":{"name":"Global Social Sciences Review","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Learner vs Teacher Centered Classes: Critical Discourse Analysis of Stakeholders' Stance from Socio-Cognitive Perspective\",\"authors\":\"Nadia Nisar, M. S. Hussain\",\"doi\":\"10.31703/gssr.2023(viii-ii).18\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The research conducted for this study took place in a Pakistani educational institution. It compared the learner-centred (LC) and teacher-centred (TC) methods and investigated the learners' opinions regarding each method. This study employed qualitative methodology. Two classroom discussions were recorded in LC and TC modes to capture data. Participants in the study were given an open-ended questionnaire. Analyses of data were guided by Critical Discourse Analysis (CDA). The application of the socio-cognitive model (Dijk, 2006) and 3D model (Fairclough, 1995) revealed speech and ideology differences between TC and LC. The learners preferred the LC method. This research will encourage other academics to research different instruction methods. This research will also benefit applied linguists, particularly language teachers, to determine the effectiveness of teaching methods.\",\"PeriodicalId\":235368,\"journal\":{\"name\":\"Global Social Sciences Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-06-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Global Social Sciences Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.31703/gssr.2023(viii-ii).18\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Global Social Sciences Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.31703/gssr.2023(viii-ii).18","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Learner vs Teacher Centered Classes: Critical Discourse Analysis of Stakeholders' Stance from Socio-Cognitive Perspective
The research conducted for this study took place in a Pakistani educational institution. It compared the learner-centred (LC) and teacher-centred (TC) methods and investigated the learners' opinions regarding each method. This study employed qualitative methodology. Two classroom discussions were recorded in LC and TC modes to capture data. Participants in the study were given an open-ended questionnaire. Analyses of data were guided by Critical Discourse Analysis (CDA). The application of the socio-cognitive model (Dijk, 2006) and 3D model (Fairclough, 1995) revealed speech and ideology differences between TC and LC. The learners preferred the LC method. This research will encourage other academics to research different instruction methods. This research will also benefit applied linguists, particularly language teachers, to determine the effectiveness of teaching methods.