NARRATIVE STRUCTURES ACROSS TELLINGS OF THE SAME “GOOD” TEACHING EXPERIENCE

Here is the conclusion of NARRATIVE STRUCTURES ACROSS TELLINGS OF THE SAME “GOOD” TEACHING EXPERIENCE by Joseph Ernest Mambu. In spite of being emphasized on narrating good experiences, this small-scale study, on the whole, attests Labov’s (1972) legacy of outlining narrative structures. Besides, although Bono’s repeated tellings of the same experience seem to be more complex (or more randomly organized) than Labov’s basic narrative structure, my reconstruction of his narrative results in the same basic and coherent structure consisting of Abstract, Orientation, Complication, Evaluation, Result/ Resolution, and Coda. The contents of each of these six components were structured in similarly coherent ways (e.g., Complicating Actions1, 2, … and Result/Resolution1, 2,…x), although the wording and/or elaboration might be different from one telling to another. The restricted clauses in Result/Resolutionx follow Labov and Waletzky’s (1997) model, though in a modified and simplified way. Besides, Bono’s third telling seems to be the most detailed, thus most personally engaged or involved (to use Koven’s [2011] or Tannen’s [2007] concept of involvement) in some regards (e.g., the Orientation, Results/Resolutions, and Evaluation components) compared to previous
tellings, although his mentor teacher’s role in making him upset (see the Complications in his first and second tellings) and Indonesian expressions in the first two tellings were toned down and removed altogether respectively in this last telling.

For further details of this, visit http://ejournal.upi.edu/index.php/IJAL/article/view/165/115

Indonesian Journal of Applied Linguistics, Vol. 2 No. 2, January 2013, pp. 199-215

Keywords : Academic Business English, Thailand, lexico-grammatical choices, nominal groups, genres. Critical Discourse Analysis (CDA), social practice, literature, power, identity English, teaching, learning, mandated curriculum, and implemented curriculum. English-only policy, TEFL, Taiwan, college English teaching Formative assessment ICT (Information and Communications Technology), blended learning, online labs, F2F (face-to-face), integration. Mentor coaching, pre-service teachers, lesson plan, action research TBLT in China case study of formative assessment follow-up response, speech act, refusal implementation methods and achievements motivation, foreign language activities, communicative attitudes, home room teachers multiple interrogatives, multiple focus features, acceptability judgment tasks orientation, complicating action, evaluation, result/resolution, coda, discourse analysis student teachers, novice teachers, supervising teachers, teaching practicum, teaching difficulties the Chinese context the predicament