Difference between revisions of "Nguyen2018a"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Hanh thi Nguyen | + | |Author(s)=Hanh thi Nguyen |
| − | |Title= | + | |Title=Interactional practices across settings: from classroom role-plays to workplace patient consultations |
| − | |Tag(s)=EMCA; | + | |Tag(s)=EMCA; Classroom; Workplace; Roleplay |
| − | |Key= | + | |Key=Nguyen2018a |
| − | |Year= | + | |Year=2018 |
| − | |Journal= | + | |Language=English |
| − | |Volume= | + | |Journal=Applied Linguistics |
| − | |Number= | + | |Volume=39 |
| − | |URL= | + | |Number=2 |
| − | |DOI=10. | + | |Pages=213–235 |
| − | |Abstract=This | + | |URL=https://academic.oup.com/applij/article-abstract/39/2/213/2544433 |
| − | + | |DOI=10.1093/applin/amw007 | |
| + | |Abstract=This article investigates how learned interactional practices from an instructional setting may be utilized in the workplace setting. I examine how the same novice in a pharmacy employed the practices of sequential organization in role-played patient consultations in the classroom and in subsequent actual patient consultations in a clerkship. I first describe how the novice developed her sequential organization practices in the role-played consultations, then analyze whether and how she utilized these practices in consultations at the pharmacy. I show that interactional practices developed in classroom role-plays were later sustained, eliminated, re-developed, or further modified in the clerkship consultations. In light of the findings, I discuss the strengths and limitations of role-plays as an instructional mode and the promise of conversation analysis for longitudinal studies. | ||
}} | }} | ||
Latest revision as of 10:08, 15 December 2021
| Nguyen2018a | |
|---|---|
| BibType | ARTICLE |
| Key | Nguyen2018a |
| Author(s) | Hanh thi Nguyen |
| Title | Interactional practices across settings: from classroom role-plays to workplace patient consultations |
| Editor(s) | |
| Tag(s) | EMCA, Classroom, Workplace, Roleplay |
| Publisher | |
| Year | 2018 |
| Language | English |
| City | |
| Month | |
| Journal | Applied Linguistics |
| Volume | 39 |
| Number | 2 |
| Pages | 213–235 |
| URL | Link |
| DOI | 10.1093/applin/amw007 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This article investigates how learned interactional practices from an instructional setting may be utilized in the workplace setting. I examine how the same novice in a pharmacy employed the practices of sequential organization in role-played patient consultations in the classroom and in subsequent actual patient consultations in a clerkship. I first describe how the novice developed her sequential organization practices in the role-played consultations, then analyze whether and how she utilized these practices in consultations at the pharmacy. I show that interactional practices developed in classroom role-plays were later sustained, eliminated, re-developed, or further modified in the clerkship consultations. In light of the findings, I discuss the strengths and limitations of role-plays as an instructional mode and the promise of conversation analysis for longitudinal studies.
Notes
