Difference between revisions of "Balen2022"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)= | + | |Author(s)=Johanna van Balen; Myrte N. Gosen; Siebrich de Vries; Tom Koole |
|Title=“What do you think?”: How interaction unfolds following opinion-seeking questions and implications for encouraging subjectification in education | |Title=“What do you think?”: How interaction unfolds following opinion-seeking questions and implications for encouraging subjectification in education | ||
|Tag(s)=EMCA; Classroom Interaction; Subjectification; opinion-seeking question | |Tag(s)=EMCA; Classroom Interaction; Subjectification; opinion-seeking question | ||
| − | |Key= | + | |Key=Balen2022 |
|Year=2022 | |Year=2022 | ||
|Language=English | |Language=English | ||
|Journal=Linguistics and Education | |Journal=Linguistics and Education | ||
|Volume=69 | |Volume=69 | ||
| − | | | + | |Pages=eid: 101037 |
| + | |URL=https://www.sciencedirect.com/science/article/pii/S0898589822000250 | ||
| + | |DOI=10.1016/j.linged.2022.101037 | ||
|Abstract=This study investigates how classroom interaction unfolds following an opinion-seeking question asked by teachers or students. By using conversation analysis as a research method, the authors found that to an opinion-seeking question the preferred response of a student is to express an opinion as if it originated from their own thoughts. These responses are often followed by a non-minimal follow-up by both teachers and peers. We illustrate that the non-minimal follow-ups are formulated in two different ways: generic or specific, whereby a specific non-minimal follow-up appears to offer the best opportunity for subjectification. Subjectification is about the existence of the student as subject of his own life. If a student provides a specific non-minimal follow-up, the student expresses himself as a subject, with his own thoughts and a unique voice, which appears to prompt a dialogue in which fellow participants are also invited to express themselves. | |Abstract=This study investigates how classroom interaction unfolds following an opinion-seeking question asked by teachers or students. By using conversation analysis as a research method, the authors found that to an opinion-seeking question the preferred response of a student is to express an opinion as if it originated from their own thoughts. These responses are often followed by a non-minimal follow-up by both teachers and peers. We illustrate that the non-minimal follow-ups are formulated in two different ways: generic or specific, whereby a specific non-minimal follow-up appears to offer the best opportunity for subjectification. Subjectification is about the existence of the student as subject of his own life. If a student provides a specific non-minimal follow-up, the student expresses himself as a subject, with his own thoughts and a unique voice, which appears to prompt a dialogue in which fellow participants are also invited to express themselves. | ||
}} | }} | ||
Latest revision as of 08:54, 24 June 2025
| Balen2022 | |
|---|---|
| BibType | ARTICLE |
| Key | Balen2022 |
| Author(s) | Johanna van Balen, Myrte N. Gosen, Siebrich de Vries, Tom Koole |
| Title | “What do you think?”: How interaction unfolds following opinion-seeking questions and implications for encouraging subjectification in education |
| Editor(s) | |
| Tag(s) | EMCA, Classroom Interaction, Subjectification, opinion-seeking question |
| Publisher | |
| Year | 2022 |
| Language | English |
| City | |
| Month | |
| Journal | Linguistics and Education |
| Volume | 69 |
| Number | |
| Pages | eid: 101037 |
| URL | Link |
| DOI | 10.1016/j.linged.2022.101037 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This study investigates how classroom interaction unfolds following an opinion-seeking question asked by teachers or students. By using conversation analysis as a research method, the authors found that to an opinion-seeking question the preferred response of a student is to express an opinion as if it originated from their own thoughts. These responses are often followed by a non-minimal follow-up by both teachers and peers. We illustrate that the non-minimal follow-ups are formulated in two different ways: generic or specific, whereby a specific non-minimal follow-up appears to offer the best opportunity for subjectification. Subjectification is about the existence of the student as subject of his own life. If a student provides a specific non-minimal follow-up, the student expresses himself as a subject, with his own thoughts and a unique voice, which appears to prompt a dialogue in which fellow participants are also invited to express themselves.
Notes
