Difference between revisions of "Rashid2016"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Radzuwan Ab Rashid | |Author(s)=Radzuwan Ab Rashid | ||
| − | |Title=Topic continuation strategies employed by teachers in managing supportive conversations on | + | |Title=Topic continuation strategies employed by teachers in managing supportive conversations on Facebook Timeline |
|Tag(s)=EMCA; Co-construction; comment; contemporary discourse; continuing topic; conversation analysis; discourse topic; dyadic conversation; English language teacher; Facebook Timeline; Malaysia; social support; Status Update; tag; teacher knowledge; topical action; | |Tag(s)=EMCA; Co-construction; comment; contemporary discourse; continuing topic; conversation analysis; discourse topic; dyadic conversation; English language teacher; Facebook Timeline; Malaysia; social support; Status Update; tag; teacher knowledge; topical action; | ||
|Key=Rashid2016 | |Key=Rashid2016 | ||
|Year=2016 | |Year=2016 | ||
| + | |Language=English | ||
|Journal=Discourse Studies | |Journal=Discourse Studies | ||
|Volume=18 | |Volume=18 | ||
|Number=2 | |Number=2 | ||
|Pages=188–203 | |Pages=188–203 | ||
| + | |URL=https://journals.sagepub.com/doi/10.1177/1461445615623906 | ||
|DOI=10.1177/1461445615623906 | |DOI=10.1177/1461445615623906 | ||
| − | |Abstract=This article is part of a larger study on teachers’ co-construction of social support on a social networking site. The aim of this article is to elucidate how a topic introduced in the Facebook Status updates are negotiated with/by Friends through the Comment function. Adopting discourse topic management as its theoretical framework, the article presents the findings related to topical | + | |Abstract=This article is part of a larger study on teachers’ co-construction of social support on a social networking site. The aim of this article is to elucidate how a topic introduced in the Facebook Status updates are negotiated with/by Friends through the Comment function. Adopting discourse topic management as its theoretical framework, the article presents the findings related to topical action of continuing topic observed in the Comments on Timelines, which reflects the strong presence of support on the site in the sense that Friends show their interest in taking up the topic. The analysis shows that strategies for continuing topics in face-to-face conversations are creatively employed by teachers on Timelines and this leads to the emergence of unique characteristics of this new mode of online interaction. In this respect, this article contributes to the expansion of discourse topic theory by highlighting the characteristics of Timeline conversations that emerged from the analysis of topic continuation. |
| − | action of continuing topic observed in the Comments on Timelines, which reflects the strong presence of support on the site in the sense that Friends show their interest in taking up the topic. | ||
| − | The analysis shows that strategies for continuing topics in face-to-face conversations are creatively employed by teachers on Timelines and this leads to the emergence of unique characteristics of this new mode of online interaction. In this respect, this article contributes to the expansion of discourse topic theory by highlighting the characteristics of Timeline conversations that emerged | ||
| − | from the analysis of topic continuation. | ||
}} | }} | ||
Latest revision as of 09:18, 25 December 2019
| Rashid2016 | |
|---|---|
| BibType | ARTICLE |
| Key | Rashid2016 |
| Author(s) | Radzuwan Ab Rashid |
| Title | Topic continuation strategies employed by teachers in managing supportive conversations on Facebook Timeline |
| Editor(s) | |
| Tag(s) | EMCA, Co-construction, comment, contemporary discourse, continuing topic, conversation analysis, discourse topic, dyadic conversation, English language teacher, Facebook Timeline, Malaysia, social support, Status Update, tag, teacher knowledge, topical action |
| Publisher | |
| Year | 2016 |
| Language | English |
| City | |
| Month | |
| Journal | Discourse Studies |
| Volume | 18 |
| Number | 2 |
| Pages | 188–203 |
| URL | Link |
| DOI | 10.1177/1461445615623906 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This article is part of a larger study on teachers’ co-construction of social support on a social networking site. The aim of this article is to elucidate how a topic introduced in the Facebook Status updates are negotiated with/by Friends through the Comment function. Adopting discourse topic management as its theoretical framework, the article presents the findings related to topical action of continuing topic observed in the Comments on Timelines, which reflects the strong presence of support on the site in the sense that Friends show their interest in taking up the topic. The analysis shows that strategies for continuing topics in face-to-face conversations are creatively employed by teachers on Timelines and this leads to the emergence of unique characteristics of this new mode of online interaction. In this respect, this article contributes to the expansion of discourse topic theory by highlighting the characteristics of Timeline conversations that emerged from the analysis of topic continuation.
Notes
