Ta2021

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Ta2021
BibType ARTICLE
Key Ta2021
Author(s) Binh Thanh Ta
Title A conversation analytical study of story-openings in advice-giving episodes in doctoral research supervision meetings
Editor(s)
Tag(s) EMCA, Advice, Doctoral research supervision, Epistemics, Feedback, Story-opening, Story-preface, Storytelling, Education
Publisher
Year 2021
Language
City
Month
Journal Discourse Studies
Volume 23
Number 2
Pages 213-230
URL Link
DOI 10.1177/1461445620966925
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

Interactional functions of story-opening in everyday conversations across different languages have been widely examined in Conversation Analysis (CA). However, there is a paucity in research on story-openings in institutional talk. This paper addresses this research gap by examining how story-opening contributes to advice-giving in doctoral research supervision. It draws on a data corpus of 57 storytelling sequences produced by six supervisors during 25 hours of video-recorded supervision meetings at an Australian university. The analysis shows that story-opening supports the on-going advice-giving activity in two ways. First, it invokes the supervisor’s knowledge and experience, which functions to strengthen the advice under way. Second, it works toward building a joint understanding with the student, thereby serving the supervisor’s pursuit of the student’s acceptance of advice. These findings have significant implications for research on storytelling in institutional interaction, advice and supervision practices.

Notes