Difference between revisions of "Macbeth2004"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Douglas Macbeth; | + | |Author(s)=Douglas Macbeth; |
|Title=The relevance of repair for classroom correction | |Title=The relevance of repair for classroom correction | ||
| − | |Tag(s)=EMCA; Conversation Analysis; Repair; Classroom interactions; Correction; | + | |Tag(s)=EMCA; Conversation Analysis; Repair; Classroom interactions; Correction; Ethnomethodology; |
|Key=Macbeth2004 | |Key=Macbeth2004 | ||
|Year=2004 | |Year=2004 | ||
| + | |Language=English | ||
|Journal=Language in Society | |Journal=Language in Society | ||
|Volume=33 | |Volume=33 | ||
| − | |Pages= | + | |Number=5 |
| + | |Pages=703–736 | ||
|URL=https://www.cambridge.org/core/journals/language-in-society/article/relevance-of-repair-for-classroom-correction/51C78F90A9F837F1CC3ECF691563EC90 | |URL=https://www.cambridge.org/core/journals/language-in-society/article/relevance-of-repair-for-classroom-correction/51C78F90A9F837F1CC3ECF691563EC90 | ||
| − | |DOI= | + | |DOI=10.1017/S0047404504045038 |
|Abstract=This article attempts to align a familiar task of classroom teaching, eliciting from students correct answers about their lessons, with a major organizational domain in studies of natural conversation, that of conversational repair. Numerous studies have analyzed correction sequences in classroom discourse, and our discussion pays special attention to McHoul's (1990) treatment of “repair in classroom talk.” McHoul directly measures the findings on repair in studies of natural conversation to the regularities of correction sequences in classroom lessons. It is argued, contra McHoul, that repair is a different, and prior, order of discursive work, and one that premises the very possibility of classroom correction. Further, the difference may have wider relevance for understanding repair and correction as “co-operating” organizations of talk-in-interaction more generally. | |Abstract=This article attempts to align a familiar task of classroom teaching, eliciting from students correct answers about their lessons, with a major organizational domain in studies of natural conversation, that of conversational repair. Numerous studies have analyzed correction sequences in classroom discourse, and our discussion pays special attention to McHoul's (1990) treatment of “repair in classroom talk.” McHoul directly measures the findings on repair in studies of natural conversation to the regularities of correction sequences in classroom lessons. It is argued, contra McHoul, that repair is a different, and prior, order of discursive work, and one that premises the very possibility of classroom correction. Further, the difference may have wider relevance for understanding repair and correction as “co-operating” organizations of talk-in-interaction more generally. | ||
}} | }} | ||
Latest revision as of 00:16, 1 November 2019
| Macbeth2004 | |
|---|---|
| BibType | ARTICLE |
| Key | Macbeth2004 |
| Author(s) | Douglas Macbeth |
| Title | The relevance of repair for classroom correction |
| Editor(s) | |
| Tag(s) | EMCA, Conversation Analysis, Repair, Classroom interactions, Correction, Ethnomethodology |
| Publisher | |
| Year | 2004 |
| Language | English |
| City | |
| Month | |
| Journal | Language in Society |
| Volume | 33 |
| Number | 5 |
| Pages | 703–736 |
| URL | Link |
| DOI | 10.1017/S0047404504045038 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This article attempts to align a familiar task of classroom teaching, eliciting from students correct answers about their lessons, with a major organizational domain in studies of natural conversation, that of conversational repair. Numerous studies have analyzed correction sequences in classroom discourse, and our discussion pays special attention to McHoul's (1990) treatment of “repair in classroom talk.” McHoul directly measures the findings on repair in studies of natural conversation to the regularities of correction sequences in classroom lessons. It is argued, contra McHoul, that repair is a different, and prior, order of discursive work, and one that premises the very possibility of classroom correction. Further, the difference may have wider relevance for understanding repair and correction as “co-operating” organizations of talk-in-interaction more generally.
Notes
