Difference between revisions of "Park2025"
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|Author(s)=Innhwa Park; | |Author(s)=Innhwa Park; | ||
|Title=Problem presentations in workplace meeting interactions | |Title=Problem presentations in workplace meeting interactions | ||
| − | |Tag(s)=EMCA | + | |Tag(s)=EMCA; Conversation analysis; Institutional talk; Meeting; Problem presentation; Request; Self-efficacy; Troubles-telling; Workplace interaction |
|Key=Park2025 | |Key=Park2025 | ||
|Year=2025 | |Year=2025 | ||
|Language=English | |Language=English | ||
|Journal=Discourse Studies | |Journal=Discourse Studies | ||
| + | |Volume=27 | ||
| + | |Number=5 | ||
| + | |Pages=787-804 | ||
|URL=https://journals.sagepub.com/doi/10.1177/14614456241313045 | |URL=https://journals.sagepub.com/doi/10.1177/14614456241313045 | ||
|DOI=10.1177/14614456241313045 | |DOI=10.1177/14614456241313045 | ||
|Abstract=Using video-recordings of faculty meetings in a U.S. school district as data, this conversation analysis (CA) study examined problem presentations in multi-party workplace interactions. In particular, the focus was on how the participants demonstrated self-efficacy and justified their requests for help in problem solving. Taking control over the trajectory of their talk through a narrative format, the participants provided a granular description of the background information, illustrated the problem with reported speech, and made troubles-resistant claims (e.g. prior attempts to solve the problem on their own). The study’s findings contribute to the understanding of accounts that accompany initiating actions in institutional talk. Furthermore, they reveal how the participants actively engage in problem solving processes and display self-efficacy in the workplace. | |Abstract=Using video-recordings of faculty meetings in a U.S. school district as data, this conversation analysis (CA) study examined problem presentations in multi-party workplace interactions. In particular, the focus was on how the participants demonstrated self-efficacy and justified their requests for help in problem solving. Taking control over the trajectory of their talk through a narrative format, the participants provided a granular description of the background information, illustrated the problem with reported speech, and made troubles-resistant claims (e.g. prior attempts to solve the problem on their own). The study’s findings contribute to the understanding of accounts that accompany initiating actions in institutional talk. Furthermore, they reveal how the participants actively engage in problem solving processes and display self-efficacy in the workplace. | ||
}} | }} | ||
Latest revision as of 12:40, 9 October 2025
| Park2025 | |
|---|---|
| BibType | ARTICLE |
| Key | Park2025 |
| Author(s) | Innhwa Park |
| Title | Problem presentations in workplace meeting interactions |
| Editor(s) | |
| Tag(s) | EMCA, Conversation analysis, Institutional talk, Meeting, Problem presentation, Request, Self-efficacy, Troubles-telling, Workplace interaction |
| Publisher | |
| Year | 2025 |
| Language | English |
| City | |
| Month | |
| Journal | Discourse Studies |
| Volume | 27 |
| Number | 5 |
| Pages | 787-804 |
| URL | Link |
| DOI | 10.1177/14614456241313045 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Using video-recordings of faculty meetings in a U.S. school district as data, this conversation analysis (CA) study examined problem presentations in multi-party workplace interactions. In particular, the focus was on how the participants demonstrated self-efficacy and justified their requests for help in problem solving. Taking control over the trajectory of their talk through a narrative format, the participants provided a granular description of the background information, illustrated the problem with reported speech, and made troubles-resistant claims (e.g. prior attempts to solve the problem on their own). The study’s findings contribute to the understanding of accounts that accompany initiating actions in institutional talk. Furthermore, they reveal how the participants actively engage in problem solving processes and display self-efficacy in the workplace.
Notes
