Difference between revisions of "Bjorklund2018"
ElliottHoey (talk | contribs) (Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Daniel Björklund |Title=Drilling the mirror routine: From non‐situated looking to mobile practice in driver training |Tag(s)=EMCA; In...") |
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|Author(s)=Daniel Björklund | |Author(s)=Daniel Björklund | ||
|Title=Drilling the mirror routine: From non‐situated looking to mobile practice in driver training | |Title=Drilling the mirror routine: From non‐situated looking to mobile practice in driver training | ||
| − | |Tag(s)=EMCA | + | |Tag(s)=EMCA; Driving; Instruction; Ethnomethodology; learning; looking |
|Key=Bjorklund2018 | |Key=Bjorklund2018 | ||
|Year=2018 | |Year=2018 | ||
|Language=English | |Language=English | ||
|Journal=International Journal of Applied Linguistics | |Journal=International Journal of Applied Linguistics | ||
| + | |Volume=28 | ||
| + | |Number=2 | ||
| + | |Pages=226-247 | ||
|URL=https://onlinelibrary.wiley.com/doi/full/10.1111/ijal.12201 | |URL=https://onlinelibrary.wiley.com/doi/full/10.1111/ijal.12201 | ||
|DOI=https://doi.org/10.1111/ijal.12201 | |DOI=https://doi.org/10.1111/ijal.12201 | ||
|Abstract=This paper uses ethnomethodology and conversation analysis to trace the instructed development of a practical skill (the ‘mirror routine’) in a driving school in Sweden. Focusing the interaction between instructor and student, it applies a micro longitudinal perspective by examining five video excerpts from a total of ≈15 minutes of one driving lesson with a single constellation of student/instructor. Detailed analyses show how, by deploying different instructional resources, instructions are adapted to operate under a range of mobile and infrastructural contingencies, distinguishing between stationary and mobile instructions while considering the reflexive relation between the two. By and large, learning the mirror routine is a complex task in which the participants must deal with issues of instructions, temporality and practical multi‐activity at the same time. | |Abstract=This paper uses ethnomethodology and conversation analysis to trace the instructed development of a practical skill (the ‘mirror routine’) in a driving school in Sweden. Focusing the interaction between instructor and student, it applies a micro longitudinal perspective by examining five video excerpts from a total of ≈15 minutes of one driving lesson with a single constellation of student/instructor. Detailed analyses show how, by deploying different instructional resources, instructions are adapted to operate under a range of mobile and infrastructural contingencies, distinguishing between stationary and mobile instructions while considering the reflexive relation between the two. By and large, learning the mirror routine is a complex task in which the participants must deal with issues of instructions, temporality and practical multi‐activity at the same time. | ||
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Latest revision as of 04:17, 14 August 2018
| Bjorklund2018 | |
|---|---|
| BibType | ARTICLE |
| Key | Bjorklund2018 |
| Author(s) | Daniel Björklund |
| Title | Drilling the mirror routine: From non‐situated looking to mobile practice in driver training |
| Editor(s) | |
| Tag(s) | EMCA, Driving, Instruction, Ethnomethodology, learning, looking |
| Publisher | |
| Year | 2018 |
| Language | English |
| City | |
| Month | |
| Journal | International Journal of Applied Linguistics |
| Volume | 28 |
| Number | 2 |
| Pages | 226-247 |
| URL | Link |
| DOI | https://doi.org/10.1111/ijal.12201 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This paper uses ethnomethodology and conversation analysis to trace the instructed development of a practical skill (the ‘mirror routine’) in a driving school in Sweden. Focusing the interaction between instructor and student, it applies a micro longitudinal perspective by examining five video excerpts from a total of ≈15 minutes of one driving lesson with a single constellation of student/instructor. Detailed analyses show how, by deploying different instructional resources, instructions are adapted to operate under a range of mobile and infrastructural contingencies, distinguishing between stationary and mobile instructions while considering the reflexive relation between the two. By and large, learning the mirror routine is a complex task in which the participants must deal with issues of instructions, temporality and practical multi‐activity at the same time.
Notes
