Difference between revisions of "Jacknick2011"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Christine Jacknick; | + | |Author(s)=Christine Jacknick; |
|Title="But this is writing": Post-expansion in student-initiated sequences | |Title="But this is writing": Post-expansion in student-initiated sequences | ||
| + | |Tag(s)=EMCA; Conversation Analysis; Sequence organization; Post-expansion; Classroom interactions; Writing; | ||
|Key=Jacknick2011 | |Key=Jacknick2011 | ||
|Year=2011 | |Year=2011 | ||
| − | |Journal= | + | |Journal=Novitas-ROYAL (Research on Youth and Language) |
| + | |Volume=5 | ||
| + | |Number=1 | ||
| + | |Pages=39-54 | ||
| + | |URL=http://www.acarindex.com/dosyalar/makale/acarindex-1423909822.pdf | ||
| + | |Abstract=Abstract: Although conversation analysis (CA) began as a field focused on everyday talk-in-interaction, focus | ||
| + | quickly extended to institutional talk (c.f., Drew & Heritage, 1992). Conversation-analytic research on classrooms | ||
| + | has yielded an enormous base of knowledge about how the work of classrooms is done in and through language. | ||
| + | Language classrooms have received a great deal of focus, with entire monographs dedicated to the subject (Markee, | ||
| + | 2000; Seedhouse, 2004). Using conversation analysis to examine one type of sequence in classroom talk, this study | ||
| + | focuses on the occurrence of post-expansion in student-initiated sequences. In these cases, the traditional three-part | ||
| + | exchange is inverted; a student initiates a sequence, the teacher responds, and the student follows-up in the third turn | ||
| + | in some way. In particular, both minimal and non-minimal post-expansions are examined not only in terms of their | ||
| + | sequential placement, but also in terms of the interactional accomplishments of such turns. By detailing student use | ||
| + | of post-expansion, this study demonstrates student use of power-moves in initiating sequences, role reversal, and | ||
| + | student-created “wiggle room” (Erickson, 2004) – all of which suggest that the students are agents in their own | ||
| + | learning. | ||
}} | }} | ||
Revision as of 19:38, 13 December 2016
| Jacknick2011 | |
|---|---|
| BibType | ARTICLE |
| Key | Jacknick2011 |
| Author(s) | Christine Jacknick |
| Title | "But this is writing": Post-expansion in student-initiated sequences |
| Editor(s) | |
| Tag(s) | EMCA, Conversation Analysis, Sequence organization, Post-expansion, Classroom interactions, Writing |
| Publisher | |
| Year | 2011 |
| Language | |
| City | |
| Month | |
| Journal | Novitas-ROYAL (Research on Youth and Language) |
| Volume | 5 |
| Number | 1 |
| Pages | 39-54 |
| URL | Link |
| DOI | |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Abstract: Although conversation analysis (CA) began as a field focused on everyday talk-in-interaction, focus quickly extended to institutional talk (c.f., Drew & Heritage, 1992). Conversation-analytic research on classrooms has yielded an enormous base of knowledge about how the work of classrooms is done in and through language. Language classrooms have received a great deal of focus, with entire monographs dedicated to the subject (Markee, 2000; Seedhouse, 2004). Using conversation analysis to examine one type of sequence in classroom talk, this study focuses on the occurrence of post-expansion in student-initiated sequences. In these cases, the traditional three-part exchange is inverted; a student initiates a sequence, the teacher responds, and the student follows-up in the third turn in some way. In particular, both minimal and non-minimal post-expansions are examined not only in terms of their sequential placement, but also in terms of the interactional accomplishments of such turns. By detailing student use of post-expansion, this study demonstrates student use of power-moves in initiating sequences, role reversal, and student-created “wiggle room” (Erickson, 2004) – all of which suggest that the students are agents in their own learning.
Notes
