Difference between revisions of "Lilja-PiirainenMarsh2019"

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(Created page with "{{BibEntry |BibType=INCOLLECTION |Author(s)=Niina Lilja; Arja Piirainen-Marsh |Title=Making Sense of Interactional Trouble Through Mobile-Supported Sharing Activities |Editor(...")
 
 
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|BibType=INCOLLECTION
 
|BibType=INCOLLECTION
 
|Author(s)=Niina Lilja; Arja Piirainen-Marsh
 
|Author(s)=Niina Lilja; Arja Piirainen-Marsh
|Title=Making Sense of Interactional Trouble Through Mobile-Supported Sharing Activities
+
|Title=Making sense of interactional trouble through mobile-supported sharing activities
 
|Editor(s)=M. Rafael Salaberry; Silvia Kunitz
 
|Editor(s)=M. Rafael Salaberry; Silvia Kunitz
 
|Tag(s)=EMCA; L2; Interactional competence; Classroom; Video; Troubles; Tellings
 
|Tag(s)=EMCA; L2; Interactional competence; Classroom; Video; Troubles; Tellings
 
|Key=Lilja-PiirainenMarsh2019
 
|Key=Lilja-PiirainenMarsh2019
 +
|Publisher=Routledge
 
|Year=2019
 
|Year=2019
 
|Language=English
 
|Language=English
|Booktitle=Teaching and Testing L2 Interactional Competence Bridging Theory and Practice
+
|Address=New York, NY
 +
|Booktitle=Teaching and Testing L2 Interactional Competence: Bridging Theory and Practice
 +
|Pages=260–288
 
|URL=https://www.taylorfrancis.com/books/e/9781315177021/chapters/10.4324/9781315177021-11
 
|URL=https://www.taylorfrancis.com/books/e/9781315177021/chapters/10.4324/9781315177021-11
 +
|DOI=10.4324/9781315177021-11
 
|Abstract=This chapter examines how second language speakers use a mobile phone as a resource to focus on and make sense of moments of interactional trouble that they have experienced in their own prior interactions outside the classroom, thus making such moments available as the focus of joint learning activity. It provides the data from the complementary data sets of the actual service encounters and the retrospective discussions about these encounters back in the classroom. One of the questions invited the students to discuss whether anything surprising happened during the encounter. The discussions were typically organized as a series of telling that occasioned mobile-supported sharing activities, which enabled the students to give others, access to the videos as records of their interactions in the service encounters. The teacher is oriented to as the party with epistemic authority: the participant who has the expertise to assess which of the proposed hearings is the correct one.
 
|Abstract=This chapter examines how second language speakers use a mobile phone as a resource to focus on and make sense of moments of interactional trouble that they have experienced in their own prior interactions outside the classroom, thus making such moments available as the focus of joint learning activity. It provides the data from the complementary data sets of the actual service encounters and the retrospective discussions about these encounters back in the classroom. One of the questions invited the students to discuss whether anything surprising happened during the encounter. The discussions were typically organized as a series of telling that occasioned mobile-supported sharing activities, which enabled the students to give others, access to the videos as records of their interactions in the service encounters. The teacher is oriented to as the party with epistemic authority: the participant who has the expertise to assess which of the proposed hearings is the correct one.
 
}}
 
}}

Latest revision as of 17:02, 15 January 2020

Lilja-PiirainenMarsh2019
BibType INCOLLECTION
Key Lilja-PiirainenMarsh2019
Author(s) Niina Lilja, Arja Piirainen-Marsh
Title Making sense of interactional trouble through mobile-supported sharing activities
Editor(s) M. Rafael Salaberry, Silvia Kunitz
Tag(s) EMCA, L2, Interactional competence, Classroom, Video, Troubles, Tellings
Publisher Routledge
Year 2019
Language English
City New York, NY
Month
Journal
Volume
Number
Pages 260–288
URL Link
DOI 10.4324/9781315177021-11
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title Teaching and Testing L2 Interactional Competence: Bridging Theory and Practice
Chapter

Download BibTex

Abstract

This chapter examines how second language speakers use a mobile phone as a resource to focus on and make sense of moments of interactional trouble that they have experienced in their own prior interactions outside the classroom, thus making such moments available as the focus of joint learning activity. It provides the data from the complementary data sets of the actual service encounters and the retrospective discussions about these encounters back in the classroom. One of the questions invited the students to discuss whether anything surprising happened during the encounter. The discussions were typically organized as a series of telling that occasioned mobile-supported sharing activities, which enabled the students to give others, access to the videos as records of their interactions in the service encounters. The teacher is oriented to as the party with epistemic authority: the participant who has the expertise to assess which of the proposed hearings is the correct one.

Notes