Difference between revisions of "Antaki-Houtkoop-Rapley2000"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
− | |Author(s)=Charles Antaki; Hanneke Houtkoop-Steenstra; Mark | + | |Author(s)=Charles Antaki; Hanneke Houtkoop-Steenstra; Mark Rapley |
− | |Title= | + | |Title="Brilliant, next question...": High-grade assessment sequences in the completion of interactional units |
− | |Tag(s)=EMCA; Questioning; | + | |Tag(s)=EMCA; Questioning; interviews |
|Key=Antaki-Houtkoop-Rapley | |Key=Antaki-Houtkoop-Rapley | ||
|Year=2000 | |Year=2000 | ||
|Journal=Research on Language and Social Interaction | |Journal=Research on Language and Social Interaction | ||
|Volume=33 | |Volume=33 | ||
− | |Pages= | + | |Number=3 |
+ | |Pages=235–262 | ||
+ | |URL=http://www.tandfonline.com/doi/abs/10.1207/S15327973RLSI3303_1 | ||
+ | |DOI=10.1207/S15327973RLSI3303_1 | ||
+ | |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. | ||
}} | }} |
Revision as of 04:11, 23 January 2016
Antaki-Houtkoop-Rapley2000 | |
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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 |
Editor(s) | |
Tag(s) | EMCA, Questioning, interviews |
Publisher | |
Year | 2000 |
Language | |
City | |
Month | |
Journal | Research on Language and Social Interaction |
Volume | 33 |
Number | 3 |
Pages | 235–262 |
URL | Link |
DOI | 10.1207/S15327973RLSI3303_1 |
ISBN | |
Organization | |
Institution | |
School | |
Type | |
Edition | |
Series | |
Howpublished | |
Book title | |
Chapter |
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