Difference between revisions of "SEkbergetal2016"

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(Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Stuart Ekberg; Susan Danby; Christina Davidson; Karen J Thorpe; |Title=Identifying and addressing equivocal trouble in understanding wit...")
 
 
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{{BibEntry
 
{{BibEntry
 
|BibType=ARTICLE
 
|BibType=ARTICLE
|Author(s)=Stuart Ekberg; Susan Danby; Christina Davidson; Karen J Thorpe;
+
|Author(s)=Stuart Ekberg; Susan Danby; Christina Davidson; Karen J. Thorpe;
 
|Title=Identifying and addressing equivocal trouble in understanding within  classroom interaction
 
|Title=Identifying and addressing equivocal trouble in understanding within  classroom interaction
 
|Tag(s)=EMCA; Children; classroom; conversation analysis; displays of understanding; equivocal trouble;  Internet; intersubjectivity; preschool; repair; teacher;
 
|Tag(s)=EMCA; Children; classroom; conversation analysis; displays of understanding; equivocal trouble;  Internet; intersubjectivity; preschool; repair; teacher;
 
|Key=SEkbergetal2016
 
|Key=SEkbergetal2016
 
|Year=2016
 
|Year=2016
 +
|Language=English
 
|Journal=Discourse Studies
 
|Journal=Discourse Studies
 
|Volume=18
 
|Volume=18
 
|Number=1
 
|Number=1
|Pages=3-24
+
|Pages=3–24
 +
|URL=https://journals.sagepub.com/doi/abs/10.1177/1461445615613178
 
|DOI=10.1177/1461445615613178
 
|DOI=10.1177/1461445615613178
|Abstract=Maintaining intersubjectivity is crucial for accomplishing coordinated social action. Although  
+
|Abstract=Maintaining intersubjectivity is crucial for accomplishing coordinated social action. Although conversational repair is a recognised defence of intersubjectivity and routinely used to address ostensible sources of trouble in social interaction, it is less clear how people address more equivocal trouble. This study uses conversation analysis to examine preschool classroom interaction, focusing on practices used to identify and address such trouble. Repair is found to be a recurrent frontline practice for addressing equivocal trouble, occasioning space for further information that might enable identifying a specific trouble source. Where further information is forthcoming, a range of strategies are subsequently employed to address the trouble. Where this is not possible or does not succeed, a secondary option is to progress a broader activity-in-progress. This allows for the possibility of another opportunity to identify and address the trouble. Given that misunderstandings can jeopardise interactants’ ability to mutually accomplish courses of action, these practices defend intersubjectivity against the threat of equivocal trouble.
conversational repair is a recognised defence of intersubjectivity and routinely used to address  
 
ostensible sources of trouble in social interaction, it is less clear how people address more  
 
equivocal trouble. This study uses conversation analysis to examine preschool classroom  
 
interaction, focusing on practices used to identify and address such trouble. Repair is found to  
 
be a recurrent frontline practice for addressing equivocal trouble, occasioning space for further information that might enable identifying a specific trouble source. Where further information is forthcoming, a range of strategies are subsequently employed to address the trouble. Where this is not possible or does not succeed, a secondary option is to progress a broader activity-in-progress. This allows for the possibility of another opportunity to identify and address the trouble. Given that misunderstandings can jeopardise interactants’ ability to mutually accomplish courses of action, these practices defend intersubjectivity against the threat of equivocal trouble.
 
 
}}
 
}}

Latest revision as of 10:45, 22 December 2019

SEkbergetal2016
BibType ARTICLE
Key SEkbergetal2016
Author(s) Stuart Ekberg, Susan Danby, Christina Davidson, Karen J. Thorpe
Title Identifying and addressing equivocal trouble in understanding within classroom interaction
Editor(s)
Tag(s) EMCA, Children, classroom, conversation analysis, displays of understanding, equivocal trouble, Internet, intersubjectivity, preschool, repair, teacher
Publisher
Year 2016
Language English
City
Month
Journal Discourse Studies
Volume 18
Number 1
Pages 3–24
URL Link
DOI 10.1177/1461445615613178
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

Download BibTex

Abstract

Maintaining intersubjectivity is crucial for accomplishing coordinated social action. Although conversational repair is a recognised defence of intersubjectivity and routinely used to address ostensible sources of trouble in social interaction, it is less clear how people address more equivocal trouble. This study uses conversation analysis to examine preschool classroom interaction, focusing on practices used to identify and address such trouble. Repair is found to be a recurrent frontline practice for addressing equivocal trouble, occasioning space for further information that might enable identifying a specific trouble source. Where further information is forthcoming, a range of strategies are subsequently employed to address the trouble. Where this is not possible or does not succeed, a secondary option is to progress a broader activity-in-progress. This allows for the possibility of another opportunity to identify and address the trouble. Given that misunderstandings can jeopardise interactants’ ability to mutually accomplish courses of action, these practices defend intersubjectivity against the threat of equivocal trouble.

Notes