Difference between revisions of "Mortensen2009"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Kristian Mortensen; | + | |Author(s)=Kristian Mortensen; |
|Title=Establishing recipiency in pre-beginning position in the second language classroom | |Title=Establishing recipiency in pre-beginning position in the second language classroom | ||
| − | |Tag(s)=EMCA; Second language acquisition; Classroom interactions; Recipiency; Turn taking; | + | |Tag(s)=EMCA; Second language acquisition; Classroom interactions; Recipiency; Turn taking; |
|Key=Mortensen2009 | |Key=Mortensen2009 | ||
|Year=2009 | |Year=2009 | ||
| Line 9: | Line 9: | ||
|Volume=46 | |Volume=46 | ||
|Number=5 | |Number=5 | ||
| − | |Pages= | + | |Pages=491–515 |
|URL=http://www.tandfonline.com/doi/abs/10.1080/01638530902959463 | |URL=http://www.tandfonline.com/doi/abs/10.1080/01638530902959463 | ||
| − | |DOI= | + | |DOI=10.1080/01638530902959463 |
|Abstract=This article describes how students in the second language classroom claim incipient speakership and establish recipiency with a co-participant before the turn is properly initiated. The resources used by the incipient speaker include in-breaths and body movements. The article shows that when the teacher's turn is designed as not to pre-establish the participation roles “speaker” and “recipient” of the response turn, the next speaker orients to establishing visible recipiency as a relevant task during, or prior to, the turn beginning. In this way, the teacher's instruction, and the way it is designed and enacted, provides the students with specific interactional jobs that are not only relevant, but also crucial for the production of the student's turn. | |Abstract=This article describes how students in the second language classroom claim incipient speakership and establish recipiency with a co-participant before the turn is properly initiated. The resources used by the incipient speaker include in-breaths and body movements. The article shows that when the teacher's turn is designed as not to pre-establish the participation roles “speaker” and “recipient” of the response turn, the next speaker orients to establishing visible recipiency as a relevant task during, or prior to, the turn beginning. In this way, the teacher's instruction, and the way it is designed and enacted, provides the students with specific interactional jobs that are not only relevant, but also crucial for the production of the student's turn. | ||
}} | }} | ||
Latest revision as of 07:22, 23 November 2019
| Mortensen2009 | |
|---|---|
| BibType | ARTICLE |
| Key | Mortensen2009 |
| Author(s) | Kristian Mortensen |
| Title | Establishing recipiency in pre-beginning position in the second language classroom |
| Editor(s) | |
| Tag(s) | EMCA, Second language acquisition, Classroom interactions, Recipiency, Turn taking |
| Publisher | |
| Year | 2009 |
| Language | |
| City | |
| Month | |
| Journal | Discourse Processes |
| Volume | 46 |
| Number | 5 |
| Pages | 491–515 |
| URL | Link |
| DOI | 10.1080/01638530902959463 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This article describes how students in the second language classroom claim incipient speakership and establish recipiency with a co-participant before the turn is properly initiated. The resources used by the incipient speaker include in-breaths and body movements. The article shows that when the teacher's turn is designed as not to pre-establish the participation roles “speaker” and “recipient” of the response turn, the next speaker orients to establishing visible recipiency as a relevant task during, or prior to, the turn beginning. In this way, the teacher's instruction, and the way it is designed and enacted, provides the students with specific interactional jobs that are not only relevant, but also crucial for the production of the student's turn.
Notes
