CASLC talk: Dr Zhiying Jian
| CASLC talk: Dr Zhiyi | |
|---|---|
| Type | Seminar |
| Categories (tags) | Uncategorized |
| Dates | - 2024/03/01 |
| Link | https://forms.gle/28xeuxiceZpxFxeC7 |
| Address | |
| Geolocation | |
| Abstract due | |
| Submission deadline | |
| Final version due | |
| Notification date | |
| Tweet | Our next CASLC talk celebrates one of our PhD alumni's research.
Dr Zhiying Jian (Southwest University, China) "Student expressions of troubles in supervision interaction: How do students co-construct the interaction?" February 29, 2pm UK time Sign up:https://forms.gle/28xeuxiceZpxFxeC7 |
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CASLC talk by Dr Zhiying Jian on Student expressions of troubles in supervision interaction: how do students co-construct interaction?:
Details:
We are delighted to continue our tradition of inviting successful PGRs from our PhD programme in Language & Communication at the University of York to present some of their PhD research as part of the CASLC seminar programme. Dr Zhiying Jian was awarded her PhD in April 2023 and is now a postdoctoral fellow at Southwest University, College of International Studies in China. We look forward to hearing her present at the next CASLC event on the topic of: Student expressions of troubles in supervision interaction: How do students co-construct the interaction?
Date: Thursday 29th February 2024 Time: 2.00pm-3.30pm (UK time) Place: Zoom. If you’re on the CASLC or CASLC-guest mailing list, you will receive a zoom link via google calendar. If you’re not on our mailing list, you can register by filling in the form at the link below. If you’re unable to use the online registration form, please contact: merran.toerien@york.ac.uk.
Abstract:
In university student supervision, communicating troubles and concerns with supervisors to solicit advice or other kind of support constitutes a fundamental part of a meeting. However, it can prove interactionally problematic, due to face concerns (Brown & Levinson, 1987) or other sources of delicacy (Jian, 2022).
In this study, I will, first, present how members of supervisions achieve expressions of troubles in different sequential environments: supervisory open questions like “how are things” and queries that solicit a course experience like “how did it go” make trouble relevant. However, more frequently, students respond to various supervisory questions and create the relevance of trouble expressions. The second part is how they are realised, such as utterances that centralise the lack of knowledge and negative emotional states. When the topic of trouble relates to the institution, supervisors complete the turns started (and left unfinished) by the student to collaborate on the formulation of trouble. The third part of the study will show how supervisory advice-giving is delivered in response to specific troubles to minimise advice resistance (Jian, in press), one of the most prominent features in advice-giving (Vehviläinen, 2009; West, 2021; 2023).
This study focuses on how students act as an agentic role in supervision interaction, rather than simply a receipt or respondent of activities. It shows that expressing trouble is not just a means of requesting needed support, it is more of a way in which students exercise their autonomy and co-construct the interaction. Despite supervisors initiating most of the activities, they are able to maneuver the interaction in the responding turns via expressions of troubles.
