Это первый учебник по страноведению США, созданный совместно русским и американским авторами. Учебник рассчитан на студентов, владеющих навыками чтения, письма на уровне 2-3 лет обучения в языковом вузе.
The basic approach to presenting the material in this book is based on a conception of language and culture as two components of one complex whole which are developing a parallel and which are inextricably linked with one another.
The volume provides a multidisciplinary approach of the discursive dimension of power. It challenges the usual conception of discourse and power that underlies most of the current theories in contemporary discourse analysis, and shows that it is unsatisfying in so far as it reduces power to domination and discourse to power technology. In opposition to such a conception, an alternative model of power-in-discourse is constructed. It is called "Dialogical Model" in accordance with its being grounded in a dialogical conception of discourse that naturally leads to a participative conception of power (as empowerment). Part One provides the DM with theoretical and philosophical foundations, while Part Two affords empirical evidence by applying the DM to such typical situations as journalistic discourse under censorship, classroom sessions, and children interaction in a problem-solving situation.
A Conception of Teaching dedicates a chapter to each of the following important components: the need for a theory; the possibility of a theory; the evolution of a paradigm for the study of teaching; a conception of the process of teaching; a conception of the content of teaching; a conception of students’ cognitive capabilities and motivations; a conception of classroom management; and the integration of these conceptions.
