Difference between revisions of "Lerner1993"
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{{BibEntry | {{BibEntry | ||
| + | |BibType=ARTICLE | ||
| + | |Author(s)=Gene H. Lerner; | ||
| + | |Title=Collectivities in action: Establishing the relevance of conjoined participation in conversation | ||
| + | |Tag(s)=EMCA; audience behavior; classroom interaction; coalitions; collective action; speaker selection; team talk; turn-taking; Conversation Analysis; | ||
|Key=Lerner1993 | |Key=Lerner1993 | ||
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|Year=1993 | |Year=1993 | ||
|Journal=Text | |Journal=Text | ||
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|Number=2 | |Number=2 | ||
|Pages=213–245 | |Pages=213–245 | ||
| − | |Abstract=Collectivities can become consequential social units in ordinary conversation. This article reports on the organization of talk in interaction at the juncture of two types of practical action. First, I consider the ongoing relevance of conjoined participation in two | + | |URL=http://www.degruyter.com/view/j/text.1.1993.13.issue-2/text.1.1993.13.2.213/text.1.1993.13.2.213.xml |
| + | |DOI=10.1515/text.1.1993.13.2.213 | ||
| + | |Abstract=Collectivities can become consequential social units in ordinary conversation. This article reports on the organization of talk in interaction at the juncture of two types of practical action. First, I consider the ongoing relevance of conjoined participation in two specialized forms of interaction (orator-audience interaction and teacher-student interaction) and I describe the range of practices that can be used ta broaden the units of participation in conversational interaction from individual persons to larger social units. Second, I amplify earlier treatments of speaker selection practices for conversation. Finally, I bring these two lines of inquiry together. In multiparty conversation participants can address an association of recipients, thereby making relevant a response from those recipients as members of an association. By addressing a sequence-initiating action (e.g., a question) to an association of recipients, a conjoined opportunity to respond can be made relevant. Speakers can make conjoined participation relevant for relatively enduring collectivities (e.g., couples); moreover, occasion-specific and momentary collectivities can become relevant units of participation. | ||
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Latest revision as of 12:13, 23 October 2019
| Lerner1993 | |
|---|---|
| BibType | ARTICLE |
| Key | Lerner1993 |
| Author(s) | Gene H. Lerner |
| Title | Collectivities in action: Establishing the relevance of conjoined participation in conversation |
| Editor(s) | |
| Tag(s) | EMCA, audience behavior, classroom interaction, coalitions, collective action, speaker selection, team talk, turn-taking, Conversation Analysis |
| Publisher | |
| Year | 1993 |
| Language | |
| City | |
| Month | |
| Journal | Text |
| Volume | 13 |
| Number | 2 |
| Pages | 213–245 |
| URL | Link |
| DOI | 10.1515/text.1.1993.13.2.213 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Collectivities can become consequential social units in ordinary conversation. This article reports on the organization of talk in interaction at the juncture of two types of practical action. First, I consider the ongoing relevance of conjoined participation in two specialized forms of interaction (orator-audience interaction and teacher-student interaction) and I describe the range of practices that can be used ta broaden the units of participation in conversational interaction from individual persons to larger social units. Second, I amplify earlier treatments of speaker selection practices for conversation. Finally, I bring these two lines of inquiry together. In multiparty conversation participants can address an association of recipients, thereby making relevant a response from those recipients as members of an association. By addressing a sequence-initiating action (e.g., a question) to an association of recipients, a conjoined opportunity to respond can be made relevant. Speakers can make conjoined participation relevant for relatively enduring collectivities (e.g., couples); moreover, occasion-specific and momentary collectivities can become relevant units of participation.
Notes
