| Abstract | dc.description.abstract | There have been several studies that explore how the language employed in TV
shows promote children’s learning. (Brandsford et al., 2005; Grossman & DeGaetano,
2009; Jukes, 2008; Buerkel-Rothfuss et al, 1982; Hunt 2001 & Singer et al, 1980 ).
Nevertheless, investigating children’s learning using discourse analysis as well as learning
theories is an area that needs further development. This research defines discourse analysis
as its theoretical and methodological framework in order to investigate what type of
linguistic resources in children TV shows can be identified into a sociocultural model of
learning.
The present study has been made from a qualitative perspective. The data is
composed by 13 children TV shows which were recorded from both cable and free-to-air
channels and have been subsequently analyzed. According to the results of the analysis of
these shows, seven categories were created to group instances in which discourse strategies
are used to promote learning viewed from the sociocultural theory perspective. Each
category has subcategories that explain how the constructs of the sociocultural theory are
displayed in language. This study only benefited from a small sample for data analysis. As
such, further research should be carried out in order to extend the knowledge regarding
discourse strategies present in TV programs for children.
Keywords: discourse strategies, TV shows, children, sociocultural theory, learning theories. | en_US |
