'Knowledge telling‘ in ecological fiction for children - an interdisciplinarily informed model for linguistic analysis

儿童生态小说中的“知识讲述”——一种跨学科的语言分析模型

• 批准号: 525993724
• 负责人: Professorin Dr. Nina Janich
• 金额: --
• 依托单位: Fachgebiet Germanistik - Angewandte Linguistik
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/525993724?language=en
• 关键词: Knowledge; telling; ecological; fiction; children

The project is a continuation of the DFG project "Linguistic Strategies of Knowledge and Science Communication in Text Types and Media Formats for Children". While in the former project non-fiction texts, i.e. primarily explicative texts such as non-fiction books/magazines, TV knowledge magazines and children's university lectures, were analysed for their knowledge transfer strategies, the focus is now on fiction and thus primarily narrative children's literature. Using the example of ecological topics of environmental, nature and climate protection, the question is how knowledge is 'told' and, if necessary, explained in these stories. The object of investigation are 20 fictional stories with factual (ecology-related) content, published 2019-2022 for children aged 6-12. The initial hypothesis of the project is that in ecological fiction for children there is a particular tension between narration (content offered as a story) and explication (explanation of ecological knowledge). However, this is not dichotomous but polar and allows the integration of both types of text patterns as well as the embedding of further patterns (e.g. description, instruction, argumentation). Based on the results of the previous project and going beyond them, the aim of the project is to develop an integrative linguistic analysis model on a categorically different genre group. Whereas the previous project focused on a broad analysis based on media comparisons, the proposed project is dedicated to an in-depth text analysis: the focus is on methodological approaches that have not yet or hardly been used, which are to be systematically related to the already proven categories of popularisation research and media linguistics from the previous project. These novel approaches include - for the text pattern ‚explaining‘ - the analysis of explanatory ambition, examined on the basis of the explanatory depth of occurring technical terms and associated frames. For the text pattern ‚narrative‘, the analyses focus on the offer of identity spaces and the development of figures resulting from identity navigation. In addition, a pragma- and text stylistic approach will enable a form- and content-aesthetic text evaluation. A final validation through the selective examination of five current children's non-fiction books on comparable topics will ensure the transferability and sustainability of the new analysis model. In summary, the proposed project thus pursues two goals, namely the interdisciplinarily informed development of methodological standards for the linguistic analysis of knowledge-transmitting children's media and the long overdue inclusion of children's fiction as a research object of linguistic popularisation and knowledge transformation research. The central focus is on the tense relationship between knowledge telling and knowledge explaining, using the example of current ecological topics.

该项目是DFG项目“儿童文本类型和媒体中知识和科学传播的语言策略”的延续。在前一个项目中，非小说类文本，即主要是解释性文本，如非小说类书籍/杂志、电视知识杂志和儿童大学讲座，被分析了其知识转移策略，现在的重点是小说，因此主要是叙事性儿童文学。以环境、自然和气候保护等生态主题为例，问题是如何在这些故事中“讲述”知识，并在必要时加以解释。调查的对象是20个虚构的故事与事实（生态相关）的内容，出版2019-2022年为6-12岁的儿童。该项目的最初假设是，在儿童生态小说中，叙述（作为故事提供的内容）和解释（生态知识的解释）之间存在着一种特殊的张力。然而，这不是二分法的，而是两极的，并且允许整合两种类型的文本模式以及嵌入进一步的模式（例如，描述，说明，论证）。本项目的目标是在前一个项目的基础上，并超越它们，开发一个针对不同体裁的综合语言分析模型。以前的项目侧重于基于媒体比较的广泛分析，而拟议的项目则致力于深入的文本分析：重点是尚未使用或几乎没有使用的方法论方法，这些方法将系统地与以前项目中已经证明的大众化研究和媒体语言学类别相关。这些新的方法包括-对于文本模式“解释”-解释的野心的分析，出现的技术术语和相关框架的解释深度的基础上进行检查。在文本模式“叙事”方面，分析的重点是身份空间的提供和身份导航所导致的人物发展。此外，语用学和语篇文体学的方法将使形式和内容美学的文本评价。通过对五本关于可比主题的当前儿童非小说类书籍的选择性检查的最终验证将确保新分析模型的可转移性和可持续性。总之，拟议的项目，因此追求两个目标，即跨学科的知情发展的方法标准的语言分析的知识传播的儿童媒体和早该列入儿童小说作为一个研究对象的语言普及和知识转化研究。以当前生态学主题为例，重点讨论了知识讲述与知识解释之间的紧张关系。