Difference between revisions of "Hellerman2005"
(Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=John Hellermann; |Title=Syntactic and prosodic practices for cohesion in series of three-part sequences in classroom talk |Tag(s)=EMCA;...") |
AndreiKorbut (talk | contribs) |
||
| Line 1: | Line 1: | ||
{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=John Hellermann; | + | |Author(s)=John Hellermann; |
|Title=Syntactic and prosodic practices for cohesion in series of three-part sequences in classroom talk | |Title=Syntactic and prosodic practices for cohesion in series of three-part sequences in classroom talk | ||
| − | |Tag(s)=EMCA; Classroom interactions; Prosody; Syntax; Sequence organization; Cohesion; | + | |Tag(s)=EMCA; Classroom interactions; Prosody; Syntax; Sequence organization; Cohesion; |
|Key=Hellerman2005 | |Key=Hellerman2005 | ||
|Year=2005 | |Year=2005 | ||
| Line 9: | Line 9: | ||
|Volume=38 | |Volume=38 | ||
|Number=1 | |Number=1 | ||
| − | |Pages= | + | |Pages=105–130 |
|URL=http://www.tandfonline.com/doi/abs/10.1207/s15327973rlsi3801_4 | |URL=http://www.tandfonline.com/doi/abs/10.1207/s15327973rlsi3801_4 | ||
| − | |DOI= | + | |DOI=10.1207/s15327973rlsi3801_4 |
| − | |Abstract=Starting from the perspective that social order is locally coconstructed through talk-in-interaction, in this article, I investigate sequential, syntactic, and prosodic practices as locally instantiated interactive resources in the coconstruction of cohesive series of consecutive 3-part sequences of talk. Methods for analysis are drawn from conversation analysis and acoustic phonetics to present a holistic account of syntactic, prosodic, and written | + | |Abstract=Starting from the perspective that social order is locally coconstructed through talk-in-interaction, in this article, I investigate sequential, syntactic, and prosodic practices as locally instantiated interactive resources in the coconstruction of cohesive series of consecutive 3-part sequences of talk. Methods for analysis are drawn from conversation analysis and acoustic phonetics to present a holistic account of syntactic, prosodic, and written resources—a grammar of interaction (Ochs, Schegloff, & Thompson, 1996)—in the talk of participants in high school classrooms. This coordination of resources results in interactionally defined segments of activity. |
}} | }} | ||
Latest revision as of 12:24, 3 November 2019
| Hellerman2005 | |
|---|---|
| BibType | ARTICLE |
| Key | Hellerman2005 |
| Author(s) | John Hellermann |
| Title | Syntactic and prosodic practices for cohesion in series of three-part sequences in classroom talk |
| Editor(s) | |
| Tag(s) | EMCA, Classroom interactions, Prosody, Syntax, Sequence organization, Cohesion |
| Publisher | |
| Year | 2005 |
| Language | |
| City | |
| Month | |
| Journal | Research on Language and Social Interaction |
| Volume | 38 |
| Number | 1 |
| Pages | 105–130 |
| URL | Link |
| DOI | 10.1207/s15327973rlsi3801_4 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Starting from the perspective that social order is locally coconstructed through talk-in-interaction, in this article, I investigate sequential, syntactic, and prosodic practices as locally instantiated interactive resources in the coconstruction of cohesive series of consecutive 3-part sequences of talk. Methods for analysis are drawn from conversation analysis and acoustic phonetics to present a holistic account of syntactic, prosodic, and written resources—a grammar of interaction (Ochs, Schegloff, & Thompson, 1996)—in the talk of participants in high school classrooms. This coordination of resources results in interactionally defined segments of activity.
Notes
