Antaki-Houtkoop-Rapley2000
| 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 |
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| Tag(s) | EMCA, Questioning, interviews |
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| Year | 2000 |
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| Journal | Research on Language and Social Interaction |
| Volume | 33 |
| Number | 3 |
| Pages | 235–262 |
| URL | Link |
| DOI | 10.1207/S15327973RLSI3303_1 |
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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
