Difference between revisions of "Hosoda2013"

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|Pages=63–88
|DOI=https://doi.org/10.1080/19463014.2013.783497
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|URL=https://www.tandfonline.com/doi/abs/10.1080/19463014.2013.783497
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|DOI=10.1080/19463014.2013.783497
 
|Abstract=Discussing two preferences associated with question–answer sequences, this study examines student responses to teacher questions in primary school English-as-a-foreign-language classes. The paper starts out with a reconsideration of institutional context, with a focus on classroom context from a conversation analysis perspective. We then introduce two generic preferences related to question–answer sequences: the preference for progressivity and the preference for a selected recipient to speak. Turning to our analyses of 22 primary school English classes in Japan, we found that unlike mundane conversation and some other contexts of institutional interaction, the participants prioritised the preference for a selected student to respond over the preference for progressivity, although the co-existence of the two preferences appeared to be context-free.
 
|Abstract=Discussing two preferences associated with question–answer sequences, this study examines student responses to teacher questions in primary school English-as-a-foreign-language classes. The paper starts out with a reconsideration of institutional context, with a focus on classroom context from a conversation analysis perspective. We then introduce two generic preferences related to question–answer sequences: the preference for progressivity and the preference for a selected recipient to speak. Turning to our analyses of 22 primary school English classes in Japan, we found that unlike mundane conversation and some other contexts of institutional interaction, the participants prioritised the preference for a selected student to respond over the preference for progressivity, although the co-existence of the two preferences appeared to be context-free.
 
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Latest revision as of 14:13, 4 December 2019

Hosoda2013
BibType ARTICLE
Key Hosoda2013
Author(s) Yuri Hosoda, David Aline
Title Two preferences in question–answer sequences in language classroom context
Editor(s)
Tag(s) EMCA, conversation analysis, preferences, classroom context, question–answer sequences
Publisher
Year 2013
Language English
City
Month
Journal Classroom Discourse
Volume 4
Number 1
Pages 63–88
URL Link
DOI 10.1080/19463014.2013.783497
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

Discussing two preferences associated with question–answer sequences, this study examines student responses to teacher questions in primary school English-as-a-foreign-language classes. The paper starts out with a reconsideration of institutional context, with a focus on classroom context from a conversation analysis perspective. We then introduce two generic preferences related to question–answer sequences: the preference for progressivity and the preference for a selected recipient to speak. Turning to our analyses of 22 primary school English classes in Japan, we found that unlike mundane conversation and some other contexts of institutional interaction, the participants prioritised the preference for a selected student to respond over the preference for progressivity, although the co-existence of the two preferences appeared to be context-free.

Notes