Difference between revisions of "Hellerman2005"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
− | |Author(s)=John Hellermann; | + | |Author(s)=John Hellermann; |
|Title=Syntactic and prosodic practices for cohesion in series of three-part sequences in classroom talk | |Title=Syntactic and prosodic practices for cohesion in series of three-part sequences in classroom talk | ||
− | |Tag(s)=EMCA; Classroom interactions; Prosody; Syntax; Sequence organization; Cohesion; | + | |Tag(s)=EMCA; Classroom interactions; Prosody; Syntax; Sequence organization; Cohesion; |
|Key=Hellerman2005 | |Key=Hellerman2005 | ||
|Year=2005 | |Year=2005 | ||
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|Volume=38 | |Volume=38 | ||
|Number=1 | |Number=1 | ||
− | |Pages= | + | |Pages=105–130 |
|URL=http://www.tandfonline.com/doi/abs/10.1207/s15327973rlsi3801_4 | |URL=http://www.tandfonline.com/doi/abs/10.1207/s15327973rlsi3801_4 | ||
− | |DOI= | + | |DOI=10.1207/s15327973rlsi3801_4 |
− | |Abstract=Starting from the perspective that social order is locally coconstructed through talk-in-interaction, in this article, I investigate sequential, syntactic, and prosodic practices as locally instantiated interactive resources in the coconstruction of cohesive series of consecutive 3-part sequences of talk. Methods for analysis are drawn from conversation analysis and acoustic phonetics to present a holistic account of syntactic, prosodic, and written | + | |Abstract=Starting from the perspective that social order is locally coconstructed through talk-in-interaction, in this article, I investigate sequential, syntactic, and prosodic practices as locally instantiated interactive resources in the coconstruction of cohesive series of consecutive 3-part sequences of talk. Methods for analysis are drawn from conversation analysis and acoustic phonetics to present a holistic account of syntactic, prosodic, and written resources—a grammar of interaction (Ochs, Schegloff, & Thompson, 1996)—in the talk of participants in high school classrooms. This coordination of resources results in interactionally defined segments of activity. |
}} | }} |
Latest revision as of 12:24, 3 November 2019
Hellerman2005 | |
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BibType | ARTICLE |
Key | Hellerman2005 |
Author(s) | John Hellermann |
Title | Syntactic and prosodic practices for cohesion in series of three-part sequences in classroom talk |
Editor(s) | |
Tag(s) | EMCA, Classroom interactions, Prosody, Syntax, Sequence organization, Cohesion |
Publisher | |
Year | 2005 |
Language | |
City | |
Month | |
Journal | Research on Language and Social Interaction |
Volume | 38 |
Number | 1 |
Pages | 105–130 |
URL | Link |
DOI | 10.1207/s15327973rlsi3801_4 |
ISBN | |
Organization | |
Institution | |
School | |
Type | |
Edition | |
Series | |
Howpublished | |
Book title | |
Chapter |
Abstract
Starting from the perspective that social order is locally coconstructed through talk-in-interaction, in this article, I investigate sequential, syntactic, and prosodic practices as locally instantiated interactive resources in the coconstruction of cohesive series of consecutive 3-part sequences of talk. Methods for analysis are drawn from conversation analysis and acoustic phonetics to present a holistic account of syntactic, prosodic, and written resources—a grammar of interaction (Ochs, Schegloff, & Thompson, 1996)—in the talk of participants in high school classrooms. This coordination of resources results in interactionally defined segments of activity.
Notes