Difference between revisions of "Antaki-Houtkoop-Rapley2000"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Charles Antaki; Hanneke Houtkoop-Steenstra; Mark | + | |Author(s)=Charles Antaki; Hanneke Houtkoop-Steenstra; Mark Rapley |
| − | |Title= | + | |Title="Brilliant, next question...": High-grade assessment sequences in the completion of interactional units |
| − | |Tag(s)=EMCA; Questioning; | + | |Tag(s)=EMCA; Questioning; interviews |
|Key=Antaki-Houtkoop-Rapley | |Key=Antaki-Houtkoop-Rapley | ||
|Year=2000 | |Year=2000 | ||
|Journal=Research on Language and Social Interaction | |Journal=Research on Language and Social Interaction | ||
|Volume=33 | |Volume=33 | ||
| − | |Pages= | + | |Number=3 |
| + | |Pages=235–262 | ||
| + | |URL=http://www.tandfonline.com/doi/abs/10.1207/S15327973RLSI3303_1 | ||
| + | |DOI=10.1207/S15327973RLSI3303_1 | ||
| + | |Abstract=We note interviewers' use, after an answer receipt, of markedly positive assessments (such as "brilliant," "excellent," etc.). They occur in a (permissive) sequence of [answer receipt] + [right/ok token] + [high-grade assessment] + [move to next item] which, we argue, are task-oriented, rather than content-oriented, devices. They signal movement through a series of interactional units: the completion of individual question-answer pairs, interview schedule sections, and the whole series of questions. We discuss the possibility that such high-grade assessment sequences are hearably "institutional" talk and that troublesome conduct of an interview may occasion their use to mark successful completion of institutional objectives (here, inter-view progress). We speculate on what it means to find that the use of these high-grade assessments seems to be more prominent in interviews with people with a learning disability but note that their use might signal an episode of "institution-al" exchange in any talk. | ||
}} | }} | ||
Revision as of 04:11, 23 January 2016
| Antaki-Houtkoop-Rapley2000 | |
|---|---|
| BibType | ARTICLE |
| Key | Antaki-Houtkoop-Rapley |
| Author(s) | Charles Antaki, Hanneke Houtkoop-Steenstra, Mark Rapley |
| Title | "Brilliant, next question...": High-grade assessment sequences in the completion of interactional units |
| Editor(s) | |
| Tag(s) | EMCA, Questioning, interviews |
| Publisher | |
| Year | 2000 |
| Language | |
| City | |
| Month | |
| Journal | Research on Language and Social Interaction |
| Volume | 33 |
| Number | 3 |
| Pages | 235–262 |
| URL | Link |
| DOI | 10.1207/S15327973RLSI3303_1 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
We note interviewers' use, after an answer receipt, of markedly positive assessments (such as "brilliant," "excellent," etc.). They occur in a (permissive) sequence of [answer receipt] + [right/ok token] + [high-grade assessment] + [move to next item] which, we argue, are task-oriented, rather than content-oriented, devices. They signal movement through a series of interactional units: the completion of individual question-answer pairs, interview schedule sections, and the whole series of questions. We discuss the possibility that such high-grade assessment sequences are hearably "institutional" talk and that troublesome conduct of an interview may occasion their use to mark successful completion of institutional objectives (here, inter-view progress). We speculate on what it means to find that the use of these high-grade assessments seems to be more prominent in interviews with people with a learning disability but note that their use might signal an episode of "institution-al" exchange in any talk.
Notes
