Difference between revisions of "Merke2018"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Saija Merke | |Author(s)=Saija Merke | ||
| − | |Title=Challenging and | + | |Title=Challenging and objecting: functions of third position turns in student-initiated question sequences |
| − | |Tag(s)=EMCA; Classroom interactions; Questions and answers; Third position; Epistemics; | + | |Tag(s)=EMCA; Classroom interactions; Questions and answers; Third position; Epistemics; |
|Key=Merke2018 | |Key=Merke2018 | ||
|Year=2018 | |Year=2018 | ||
|Language=English | |Language=English | ||
|Journal=Hacettepe University Journal of Education | |Journal=Hacettepe University Journal of Education | ||
| − | | | + | |Number=33 |
| − | |Pages= | + | |Pages=298–315 |
|URL=http://www.efdergi.hacettepe.edu.tr/makale_goster.php?id=2920 | |URL=http://www.efdergi.hacettepe.edu.tr/makale_goster.php?id=2920 | ||
| − | |DOI= | + | |DOI=10.16986/HUJE.2018038808 |
|Abstract=Research on the classical IRE-sequences in the classroom context has highlighted teachers’ use of questions as teaching tools and how questioning processes serve as efficient learning tools. One especially important turn in questioning processes is the third position of the sequence which incorporates the potential to enhance learning and provide resources for students. This article examines sequences similar to the IRE-sequence – student-initiated question sequences – focusing on the third position of these sequences. In the default question sequence, the third position is used to signal an acceptance of the prior response. The analysis examines turns that signal disalignment with the teacher and may therefore communicate a challenge or an objection to the teacher. The aim is to demonstrate how the different formats of third positions are used to express fine-grained challenges concerning the granularity of knowledge and epistemic responsibilities. Thus, non-aligning dialogue particles, follow-up questions or postexpansions in third position can convey a challenging quality. The research method adopted is ethnomethodological conversation analysis. A detailed sequential analysis demonstrates that troubles encountered in mutual understanding may be related to issues of epistemicity and moral order. A central result is that question sequences provide the participants with learning tools that connect to the organisation of emotional and moral issues. | |Abstract=Research on the classical IRE-sequences in the classroom context has highlighted teachers’ use of questions as teaching tools and how questioning processes serve as efficient learning tools. One especially important turn in questioning processes is the third position of the sequence which incorporates the potential to enhance learning and provide resources for students. This article examines sequences similar to the IRE-sequence – student-initiated question sequences – focusing on the third position of these sequences. In the default question sequence, the third position is used to signal an acceptance of the prior response. The analysis examines turns that signal disalignment with the teacher and may therefore communicate a challenge or an objection to the teacher. The aim is to demonstrate how the different formats of third positions are used to express fine-grained challenges concerning the granularity of knowledge and epistemic responsibilities. Thus, non-aligning dialogue particles, follow-up questions or postexpansions in third position can convey a challenging quality. The research method adopted is ethnomethodological conversation analysis. A detailed sequential analysis demonstrates that troubles encountered in mutual understanding may be related to issues of epistemicity and moral order. A central result is that question sequences provide the participants with learning tools that connect to the organisation of emotional and moral issues. | ||
| − | |||
}} | }} | ||
Latest revision as of 02:55, 13 January 2020
| Merke2018 | |
|---|---|
| BibType | ARTICLE |
| Key | Merke2018 |
| Author(s) | Saija Merke |
| Title | Challenging and objecting: functions of third position turns in student-initiated question sequences |
| Editor(s) | |
| Tag(s) | EMCA, Classroom interactions, Questions and answers, Third position, Epistemics |
| Publisher | |
| Year | 2018 |
| Language | English |
| City | |
| Month | |
| Journal | Hacettepe University Journal of Education |
| Volume | |
| Number | 33 |
| Pages | 298–315 |
| URL | Link |
| DOI | 10.16986/HUJE.2018038808 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Research on the classical IRE-sequences in the classroom context has highlighted teachers’ use of questions as teaching tools and how questioning processes serve as efficient learning tools. One especially important turn in questioning processes is the third position of the sequence which incorporates the potential to enhance learning and provide resources for students. This article examines sequences similar to the IRE-sequence – student-initiated question sequences – focusing on the third position of these sequences. In the default question sequence, the third position is used to signal an acceptance of the prior response. The analysis examines turns that signal disalignment with the teacher and may therefore communicate a challenge or an objection to the teacher. The aim is to demonstrate how the different formats of third positions are used to express fine-grained challenges concerning the granularity of knowledge and epistemic responsibilities. Thus, non-aligning dialogue particles, follow-up questions or postexpansions in third position can convey a challenging quality. The research method adopted is ethnomethodological conversation analysis. A detailed sequential analysis demonstrates that troubles encountered in mutual understanding may be related to issues of epistemicity and moral order. A central result is that question sequences provide the participants with learning tools that connect to the organisation of emotional and moral issues.
Notes
