emcawiki - User contributions [en]

IshinoandOkada2018

2023-02-17T08:58:47Z

YusukeOkada: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Mika Ishino; Yusuke Okada |Title=Constructing students’ deontic status by use of alternative recognitionals for student reference |Tag..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Mika Ishino; Yusuke Okada
|Title=Constructing students’ deontic status by use of alternative recognitionals for student reference
|Tag(s)=EMCA;
|Key=IshinoandOkada2018
|Year=2018
|Language=English
|Journal=Classroom Discourse
|Volume=9
|Number=2
|Pages=95-111
|DOI=https://doi.org/10.1080/19463014.2017.1407947
|Abstract=Since student participation is essential for successful classroom teaching, a growing number of studies are investigating how classroom teachers can encourage active participation by students. In line with the prior findings on participation management practices, this study reports on three English language teachers’ student participation management practice of addressing students with a particular referential formulation (e.g. ‘fool’, ‘expert in chemistry’), which we will define as ‘alternative recognitionals’ against ‘default student reference forms’ (e.g. ‘Mister X’, ‘Miss Y’). The data comprised 15 h of video recordings in English-as-a-foreign-language (EFL) classrooms at a junior high school, a senior high school and a university in Japan. Using a conversation-analytic framework, we explicate the teachers’ use of alternative recognitionals at certain moments in classroom interaction. The analysis revealed that the particular lexical choice of student reference form constructed the referent student’s particular deontic status at a certain moment of classroom institutional interaction. The constructed deontic status then made it relevant for the teacher to initiate or elicit a particular action (e.g. sharing special knowledge, delivering/receiving punishment) in relation to the referent student. Thus, the teachers used constructed deontic status as a resource for the management of student participation in ongoing classroom activity.
}}

Okada 2019

2023-02-17T08:56:45Z

YusukeOkada: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Yusuke Okada; |Title=Discursive construction of “antisocial” institutional conduct: Microanalysis of Takata's failure at the U.S. co..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Yusuke Okada;
|Title=Discursive construction of “antisocial” institutional conduct: Microanalysis of Takata's failure at the U.S. congressional hearings
|Tag(s)=EMCA;
|Key=Okada 2019
|Year=2019
|Language=English
|Journal=Journal of Pragmatics
|Volume=142
|Pages=105-115
|DOI=https://doi.org/10.1016/j.pragma.2019.01.013
|Abstract=Media bashing of airbag manufacturer Takata escalated following the U.S. congressional hearings on the recall of the company’s defective airbags in 2014. The U.S. media described the Takata representative’s responses to committee members as morally suspect. This study aimed to explicate what made Takata’s poor performance at these congressional hearings based on a detailed analysis of actual interactional data. Microanalysis of excerpts from the hearings explains the grounds for negative descriptions in much of the U.S. media. The Takata representative did not display his orientation to the issue as a moral or emotional one, despite the emotionality on the part of committee members: while interactional slots were available in the second and fourth positions for the proffering of an empathetic response to the displayed emotionality, as is normatively required, the Takata representative did not use these opportunities to construct an empathetic moment, which would have been indispensable in creating social solidarity. It was contrastive to the practice Toyota representatives performed at the hearing regarding the gas pedal problem. It appears that companies should avoid the mismanagement of public emotion, and Takata’s poor interactional practice, as analyzed herein, provides an example of how not to achieve that end.
}}

OkadaandGreer2013

2023-02-17T08:52:31Z

YusukeOkada: Created page with "{{BibEntry |BibType=INBOOK |Author(s)=Yusuke Okada; Tim Greer |Title=Pursuing a relevant response in OPI role-plays |Editor(s)=Steven Ross; Gabriele Kasper |Tag(s)=EMCA; |Key=..."

{{BibEntry
|BibType=INBOOK
|Author(s)=Yusuke Okada; Tim Greer
|Title=Pursuing a relevant response in OPI role-plays
|Editor(s)=Steven Ross; Gabriele Kasper
|Tag(s)=EMCA;
|Key=OkadaandGreer2013
|Publisher=Palgrave-Macmillan
|Year=2013
|Language=English
|Booktitle=Assessing second language pragmatics
|Pages=288–310
|ISBN=978-1-137-00352-2
}}

Okada 2013

2023-02-17T08:48:45Z

YusukeOkada: Created page with "{{BibEntry |BibType=INBOOK |Author(s)=Yusuke Okada; |Title=Prioritization: A formulation practice and its relevance for interaction in teaching and testing contexts |Editor(s)..."

{{BibEntry
|BibType=INBOOK
|Author(s)=Yusuke Okada;
|Title=Prioritization: A formulation practice and its relevance for interaction in teaching and testing contexts
|Editor(s)=Tim Greer, Donna Tatsuki, Carsten Roever
|Tag(s)=EMCA;
|Key=Okada 2013
|Publisher=National Foreign Language Resource Center
|Year=2013
|Language=English
|Booktitle=Pragmatics and Language Learning Volume 13
|Pages=55–77
|URL=https://nflrc.hawaii.edu/publications/view/pll13/
}}

Okada 2015

2023-02-17T08:44:18Z

YusukeOkada: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Yusuke Okada; |Title=Contrasting identities: a language teacher’s practice in an English for specific purposes classroom |Tag(s)=EMCA;..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Yusuke Okada;
|Title=Contrasting identities: a language teacher’s practice in an English for specific purposes classroom
|Tag(s)=EMCA;
|Key=Okada 2015
|Publisher=Taylor & Francis
|Year=2015
|Language=English
|Journal=Classroom Discourse
|Volume=6
|Number=1
|Pages=73-87
|DOI=https://doi.org/10.1080/19463014.2014.961092
|Abstract=For language teachers who are concerned about referring to their own and students’ identities other than in the roles of ‘teacher’ and ‘student’ in the classroom, this conversation analytic study aims to give insights into the use of identity. Detailed analysis of the data of English for a Specific Purpose (ESP) classrooms indicates that contrasting the teacher’s and students’ non-default situated identities, such as senpai (‘senior’ in English) with kohai (‘junior’ in English) and sociologist with scientist, is a way for the language teacher to perform the role of ‘teacher’ effectively in ESP classrooms: the practice constructs an epistemic gradient among the teacher and the students and makes some actions accountable by the participants, who is ascribed a superior epistemic status with an identity. The study concludes with a discussion of the contribution the use of identity can make to ESP/LSP (language for specific purposes) and suggestions for ESP/LSP course development.
}}

Okada 2010

2023-02-17T08:42:23Z

YusukeOkada: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Yusuke Okada |Title=Role-play in oral proficiency interviews: Interactive footing and interactional competencies |Tag(s)=EMCA; |Key=Okad..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Yusuke Okada
|Title=Role-play in oral proficiency interviews: Interactive footing and interactional competencies
|Tag(s)=EMCA;
|Key=Okada 2010
|Publisher=Elsevier
|Year=2010
|Language=English
|Journal=Journal of Pragmatics
|Volume=42
|Number=6
|Pages=1647–1668
|DOI=https://doi.org/10.1016/j.pragma.2009.11.002AOvVaw3VdKdqtkBzfCP0PoDb4lzm
|Abstract=This study aims to discuss role-play activity in oral proficiency interviews (OPIs) in terms of its construct validity; that is, whether it correlates with what it is supposed to measure. The data for the analysis were obtained from 71 role-play activities conducted during an OPI. The analysis is based on conversation analytic (CA) methodology and invokes the analytic frameworks of interactive footing and interactional competencies. Conversational analyses performed on the data revealed that candidates executed not only the role-play instructions but also the interviewers’ explicit and implicit requirements of the next desirable action. In doing so, candidates employed and displayed their interactional competencies in role-play interactions. The role-play activity in the OPI being managed by the interviewer created an asymmetrical relationship between the interviewers and the candidates in terms of speaking rights (i.e., turn-taking and topical organization). Nevertheless, competencies that candidates displayed in performing a role-play activity did not seem different from those employed in ordinary conversations. Thus, role-play activity in OPIs, if recognized as an interactional phenomenon co-constructed by participants’ display of their turn-by-turn practical evaluation of each other's actions, seems to be a valid instrument for assessing the candidates’ performance of the given tasks.
}}