Heap1988
| Heap1988 | |
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| BibType | ARTICLE |
| Key | Heap1988 |
| Author(s) | James L. Heap |
| Title | On task in classroom discourse |
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| Tag(s) | Education, Classroom Interaction, Task |
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| Year | 1988 |
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| Journal | Linguistics and Education |
| Volume | 1 |
| Number | 2 |
| Pages | 177–198 |
| URL | Link |
| DOI | 10.1016/S0898-5898(88)80004-4 |
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Abstract
A redefinition of “task” is presented in terms of a situated ethnomethodological perspective. The “situation”, which is the focal point of this article, is a series of reading lessons in a third-grade classroom. My aim is to suggest that the ways in which the basic Initiation-Response-Feedback sequence is expanded may be task specific. I describe, analyze, and provide empirical examples of expanded Initiation-Response-Feedback formats in which I note that expansions of the format might be related to task needs.
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