Szymanski2003
| Szymanski2003 | |
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| BibType | ARTICLE |
| Key | Szymanski2003 |
| Author(s) | Margaret H. Szymanski |
| Title | Producing text through talk: question-answering activity in classroom peer groups |
| Editor(s) | |
| Tag(s) | EMCA, Question-answer pairs, Wriring |
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| Year | 2003 |
| Language | English |
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| Journal | Linguistics and Education |
| Volume | 13 |
| Number | 4 |
| Pages | 533–563 |
| URL | Link |
| DOI | 10.1016/S0898-5898(03)00003-2 |
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Abstract
This conversation-analytic study examines how students in peer groups interact and organize their own literacy learning activity to accomplish written question-answering tasks based on their reading of a story. Written question-answering tasks, especially those designed for literacy learning, require students to answer questions as an academic task—to “do answering.” A turn-by-turn analysis of the students’ talk-in-interaction shows that for the students examined in this study, “doing answering” involves two sub-activities. One sub-activity, question-answering, is to produce a substantive answer to the question as one would do in ordinary conversation. Then to fulfill the requirements of the written task, a second sub-activity, answer-framing, involves moving the answer from its conversationally-framed grammar to a written grammatical frame. The findings reveal the various methods or patterned ways in which the question-answering and answer-framing sub-activities are accomplished through the students’ peer group talk-in-interaction.
Notes
