Kapellidi2015

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Kapellidi2015
BibType ARTICLE
Key Kapellidi2015
Author(s) Charikleia Kapellidi
Title The practice of (re)formulating in classroom interaction: Some preliminary remarks
Editor(s)
Tag(s) EMCA, Epistemics, Formulations, Classroom
Publisher
Year 2015
Language English
City
Month
Journal Pragmatics and Society
Volume 6
Number 4
Pages 565–592
URL Link
DOI 10.1075/ps.6.4.05kap
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

Although the practice of (re)formulating has been examined in a variety of institutional settings, its realization in the framework of school interaction has received no attention from a conversation analytic perspective. The present article aspires to fill this gap, offering some preliminary remarks about how reformulations, namely versions of what was previously said or implied, are accomplished in the classroom. More specifically, two types of the teacher’s reformulations are distinguished, on the basis of his/her epistemic access to what is reformulated. The research aims at demonstrating how a general practice adapts to the central activities of the setting in which it is employed.

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