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诠释学作为一种解释理论,受到了海德格尔和施莱尔马赫等研究者的大力支持(Davey, 2017)。由于IPA根植于质量、经验和参与者意义的捕获,因为他们承认自己的经验,这样的启示不能直接被研究者获得。事实上,所有的采访/谈话记录都带有一定程度的预设解释。这被看作是参与者的解释和他们对问题现象的理解。由于这种方法涉及到学者的兴趣领域,让学习障碍(LD)的学生尝试理解为什么他们在学习另一种语言上做得不好是解释学的设计。然而,scholar-practitioner作为口译员的角色的账户记录出现作为解释学的理论解释是清楚,之后等到翻译发展的哲学解释的范围技能,当他/她比他/她更了解被访谈者能理解他/她(拉金,M。、a、V。(奥斯本,2001)。事实上,这一技术的发展在某种程度上是进化的,因为译员必须考虑他或她自己的见解,因为这些见解超出或包含了研究参与者的主张。虽然经验定性研究的表现并非没有挑战,但每一阶段都需要连续不断地传授技能。正如Dowling(2007)所述,IPA研究人员必须认识到,随着时间的推移,随着采访者和被采访者之间的信任和信心的发展和加强,数据收集(记忆和访谈)建立信心的发展过程。具体来说,随着时间的推移,随着对位置的理解,过程格式变得不那么正式了


A theory of interpretation, hermeneutics was vigorously supported by researchers like Heidegger and Schleiermacher (Davey, 2017). Since IPA is rooted in the capturing of quality, experience, and participant meaning as they acknowledge their own experience, such revelations are not directly accessible to the researcher. In reality, all accounts recorded in an interview/conversation carry a level of preset interpretation. This is viewed as participant interpretation and their commitment to making sense of the phenomenon in question. As this method relates to the scholar-practitioners area of interest, having a learning disabled (LD) students try to make sense of why they do not do well with learning another language is hermeneutic in its design. However, the scholar-practitioner’s role as interpreter of the accounts recorded appears as a hermeneutic as well The theory of interpretation is clear, following the philosophy of Schleiermacher an interpreter develops in their range of interpretive skills when he/she understands the interviewee better than he/she can understand him/herself (Larkin, M., Eatough, V., and Osborn, 2001). Indeed, the development of this craft is somewhat evolutionary, as the interpreter must consider his or her own insights as they exceed or subsume the claims of the research participants.While the performance of an experiential qualitative study is not without its challenges, each stage draws on skills which are taught somewhat consecutively. As stated by Dowling (2007), IPA researchers must appreciate the developmental process in which the gathering of data (memoing and interviews) builds confidence over time as trust and confidence between the interviewer and interviewee(s) develops and strengthens over time. Specifically, procedural formats become less formal over time with the understanding of positionality


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