Difference between revisions of "Tyagunova2017"
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|Author(s)=Tanya Tyagunova; Christian Greiffenhagen; | |Author(s)=Tanya Tyagunova; Christian Greiffenhagen; | ||
|Title=Closing seminars and lectures: The work that lecturers and students do | |Title=Closing seminars and lectures: The work that lecturers and students do | ||
| − | |Tag(s)=EMCA, Classroom interaction; classroom management; closings; conversation analysis; embodiment; ethnomethodology; lectures; seminars; time; | + | |Tag(s)=EMCA, Classroom interaction; classroom management; closings; conversation analysis; embodiment; ethnomethodology; lectures; seminars; time; |
|Key=Tyagunova2017 | |Key=Tyagunova2017 | ||
|Publisher=SAGE | |Publisher=SAGE | ||
Revision as of 05:05, 22 July 2017
| Tyagunova2017 | |
|---|---|
| BibType | ARTICLE |
| Key | Tyagunova2017 |
| Author(s) | Tanya Tyagunova, Christian Greiffenhagen |
| Title | Closing seminars and lectures: The work that lecturers and students do |
| Editor(s) | |
| Tag(s) | EMCA, Classroom interaction, classroom management, closings, conversation analysis, embodiment, ethnomethodology, lectures, seminars, time |
| Publisher | SAGE |
| Year | 2017 |
| Language | |
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| Journal | Discourse Studies |
| Volume | 19 |
| Number | 3 |
| Pages | 314-340 |
| URL | Link |
| DOI | 10.1177/1461445617701992 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
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Abstract
Based on an analysis of naturally occurring interactions between lecturers and students, this article investigates how university lectures and seminars are brought to a close through the collaborative work of lecturers and students. The analysis focuses on, first, the resources that lecturers and students have to accomplish this (which include not just speech but also embodied conduct, as well as references to clock time and lesson phases); second, the active role that students play, who may engage in closing activities in ways that attempt to preserve the classroom order (e.g. by packing up silently while continuing to demonstrably listen) or in ways that are disruptive of it (e.g. by packing up noisily); and third, the occasional subversive role that students may adopt, who may attempt to initiate closings in order to cut the lecture or seminar short (e.g. by suggesting to the lecturer that he or she is going over time or by engaging in ‘premature' closing activities).
Notes
