Difference between revisions of "Kapellidi2013"

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|Pages=185–204
 
|Pages=185–204
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|URL=https://journals.sagepub.com/doi/abs/10.1177/1461445612471466
 
|DOI=10.1177/1461445612471466
 
|DOI=10.1177/1461445612471466
 
|Abstract=Although classroom interaction has received a great deal of focus during the last 40 years, its investigation from a conversation analytic stance is rather limited. The present article approaches talk at school from this point of view, exploring two basic dimensions that manifest participants’ orientation to the institutional character of the setting, that is, turn-taking organization and sequence organization. The above dimensions have been the subject of research in the past as well; however, additional work is needed for a more comprehensive account of their specific features that clearly affect participants’ conduct. Thus, this article contributes to the research on school interaction by shedding light on various aspects of the turn-taking and sequence organization of talk at school, and by specifying the exact constraints under which participants – and more accurately students – operate.
 
|Abstract=Although classroom interaction has received a great deal of focus during the last 40 years, its investigation from a conversation analytic stance is rather limited. The present article approaches talk at school from this point of view, exploring two basic dimensions that manifest participants’ orientation to the institutional character of the setting, that is, turn-taking organization and sequence organization. The above dimensions have been the subject of research in the past as well; however, additional work is needed for a more comprehensive account of their specific features that clearly affect participants’ conduct. Thus, this article contributes to the research on school interaction by shedding light on various aspects of the turn-taking and sequence organization of talk at school, and by specifying the exact constraints under which participants – and more accurately students – operate.
 
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Latest revision as of 13:40, 4 December 2019

Kapellidi2013
BibType ARTICLE
Key Kapellidi2013
Author(s) Charikleia Kapellidi
Title The organization of talk in school interaction
Editor(s)
Tag(s) EMCA, Education
Publisher
Year 2013
Language
City
Month
Journal Discourse Studies
Volume 15
Number 2
Pages 185–204
URL Link
DOI 10.1177/1461445612471466
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

Download BibTex

Abstract

Although classroom interaction has received a great deal of focus during the last 40 years, its investigation from a conversation analytic stance is rather limited. The present article approaches talk at school from this point of view, exploring two basic dimensions that manifest participants’ orientation to the institutional character of the setting, that is, turn-taking organization and sequence organization. The above dimensions have been the subject of research in the past as well; however, additional work is needed for a more comprehensive account of their specific features that clearly affect participants’ conduct. Thus, this article contributes to the research on school interaction by shedding light on various aspects of the turn-taking and sequence organization of talk at school, and by specifying the exact constraints under which participants – and more accurately students – operate.

Notes