Difference between revisions of "Koshik2005a"
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|BibType=BOOK | |BibType=BOOK | ||
|Author(s)=Irene Koshik; | |Author(s)=Irene Koshik; | ||
| − | |Title=Beyond | + | |Title=Beyond Rhetorical Questions: Assertive Questions in Everyday Interaction |
|Tag(s)=EMCA; Conversation Analysis; Questions; | |Tag(s)=EMCA; Conversation Analysis; Questions; | ||
|Key=Koshik2005a | |Key=Koshik2005a | ||
| Line 8: | Line 8: | ||
|Year=2005 | |Year=2005 | ||
|Address=Amsterdam | |Address=Amsterdam | ||
| + | |URL=https://www.jbe-platform.com/content/books/9789027294500 | ||
|DOI=10.1075/sidag.16 | |DOI=10.1075/sidag.16 | ||
| + | |ISBN=9789027294500 | ||
|Series=Studies in Discourse and Grammar | |Series=Studies in Discourse and Grammar | ||
| − | |Abstract=This book uses Conversation Analysis methodology to analyze rhetorical and other questions that are designed to convey assertions, rather than seek new information. It shows how these question sequences unfold interactionally in naturally-occurring talk in a variety of settings, e.g., friends arguing over the phone, parents disciplining children, news interviews, and second language writing conferences. The questions are used across these widely different contexts to perform a number of related social actions such as accusations, challenges to prior turns, and complaints. Those used in institution settings, such as teacher-student conferences, orient to institutional norms and roles and can help accomplish institutional goals, e.g., eliciting student error correction. Both the interactional context in which these questions are embedded and the known epistemic authority of the questioner play a role in our understanding of these questions, i.e., what social actions the question is accomplishing in a particular interaction. | + | |Abstract=This book uses Conversation Analysis methodology to analyze rhetorical and other questions that are designed to convey assertions, rather than seek new information. It shows how these question sequences unfold interactionally in naturally-occurring talk in a variety of settings, e.g., friends arguing over the phone, parents disciplining children, news interviews, and second language writing conferences. The questions are used across these widely different contexts to perform a number of related social actions such as accusations, challenges to prior turns, and complaints. Those used in institution settings, such as teacher-student conferences, orient to institutional norms and roles and can help accomplish institutional goals, e.g., eliciting student error correction. Both the interactional context in which these questions are embedded and the known epistemic authority of the questioner play a role in our understanding of these questions, i.e., what social actions the question is accomplishing in a particular interaction. |
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Latest revision as of 10:53, 3 November 2019
| Koshik2005a | |
|---|---|
| BibType | BOOK |
| Key | Koshik2005a |
| Author(s) | Irene Koshik |
| Title | Beyond Rhetorical Questions: Assertive Questions in Everyday Interaction |
| Editor(s) | |
| Tag(s) | EMCA, Conversation Analysis, Questions |
| Publisher | John Benjamins |
| Year | 2005 |
| Language | |
| City | Amsterdam |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | |
| URL | Link |
| DOI | 10.1075/sidag.16 |
| ISBN | 9789027294500 |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | Studies in Discourse and Grammar |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This book uses Conversation Analysis methodology to analyze rhetorical and other questions that are designed to convey assertions, rather than seek new information. It shows how these question sequences unfold interactionally in naturally-occurring talk in a variety of settings, e.g., friends arguing over the phone, parents disciplining children, news interviews, and second language writing conferences. The questions are used across these widely different contexts to perform a number of related social actions such as accusations, challenges to prior turns, and complaints. Those used in institution settings, such as teacher-student conferences, orient to institutional norms and roles and can help accomplish institutional goals, e.g., eliciting student error correction. Both the interactional context in which these questions are embedded and the known epistemic authority of the questioner play a role in our understanding of these questions, i.e., what social actions the question is accomplishing in a particular interaction.
Notes
