Difference between revisions of "Szymanski2003"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Margaret H. Szymanski | |Author(s)=Margaret H. Szymanski | ||
| − | |Title=Producing | + | |Title=Producing text through talk: question-answering activity in classroom peer groups |
|Tag(s)=EMCA; Question-answer pairs; Wriring | |Tag(s)=EMCA; Question-answer pairs; Wriring | ||
|Key=Szymanski2003 | |Key=Szymanski2003 | ||
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|Volume=13 | |Volume=13 | ||
|Number=4 | |Number=4 | ||
| − | |Pages= | + | |Pages=533–563 |
| − | |Abstract=This conversation-analytic study examines how students in peer groups interact and | + | |URL=https://www.sciencedirect.com/science/article/pii/S0898589803000032 |
| − | organize their own literacy learning activity to accomplish written question-answering | + | |DOI=10.1016/S0898-5898(03)00003-2 |
| − | tasks based on their reading of a story. Written question-answering tasks, especially | + | |Abstract=This conversation-analytic study examines how students in peer groups interact and organize their own literacy learning activity to accomplish written question-answering tasks based on their reading of a story. Written question-answering tasks, especially those designed for literacy learning, require students to answer questions as an academic task—to “do answering.” A turn-by-turn analysis of the students’ talk-in-interaction shows that for the students examined in this study, “doing answering” involves two sub-activities. One sub-activity, question-answering, is to produce a substantive answer to the question as one would do in ordinary conversation. Then to fulfill the requirements of the written task, a second sub-activity, answer-framing, involves moving the answer from its conversationally-framed grammar to a written grammatical frame. The findings reveal the various methods or patterned ways in which the question-answering and answer-framing sub-activities are accomplished through the students’ peer group talk-in-interaction. |
| − | those designed for literacy learning, require students to answer questions as an academic | ||
| − | task—to “do answering.” A turn-by-turn analysis of the students’ talk-in-interaction | ||
| − | shows that for the students examined in this study, “doing answering” involves two | ||
| − | sub-activities. One sub-activity, question-answering, is to produce a substantive answer | ||
| − | to the question as one would do in ordinary conversation. Then to | ||
| − | |||
| − | answer from its conversationally-framed grammar to a written grammatical frame. The | ||
| − | |||
| − | and answer-framing sub-activities are accomplished through the students’ peer group | ||
| − | talk-in-interaction. | ||
}} | }} | ||
Latest revision as of 01:32, 31 October 2019
| Szymanski2003 | |
|---|---|
| BibType | ARTICLE |
| Key | Szymanski2003 |
| Author(s) | Margaret H. Szymanski |
| Title | Producing text through talk: question-answering activity in classroom peer groups |
| Editor(s) | |
| Tag(s) | EMCA, Question-answer pairs, Wriring |
| Publisher | |
| Year | 2003 |
| Language | English |
| City | |
| Month | |
| Journal | Linguistics and Education |
| Volume | 13 |
| Number | 4 |
| Pages | 533–563 |
| URL | Link |
| DOI | 10.1016/S0898-5898(03)00003-2 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This conversation-analytic study examines how students in peer groups interact and organize their own literacy learning activity to accomplish written question-answering tasks based on their reading of a story. Written question-answering tasks, especially those designed for literacy learning, require students to answer questions as an academic task—to “do answering.” A turn-by-turn analysis of the students’ talk-in-interaction shows that for the students examined in this study, “doing answering” involves two sub-activities. One sub-activity, question-answering, is to produce a substantive answer to the question as one would do in ordinary conversation. Then to fulfill the requirements of the written task, a second sub-activity, answer-framing, involves moving the answer from its conversationally-framed grammar to a written grammatical frame. The findings reveal the various methods or patterned ways in which the question-answering and answer-framing sub-activities are accomplished through the students’ peer group talk-in-interaction.
Notes
