Difference between revisions of "Hauser2018"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Eric Hauser | |Author(s)=Eric Hauser | ||
| − | |Title=Being a | + | |Title=Being a non-expert in L2 English: constructing egalitarianism in group preparation work |
|Tag(s)=EMCA; Classroom Discourse; Epistemics; Epistemic stance; Peer Interaction; L2 | |Tag(s)=EMCA; Classroom Discourse; Epistemics; Epistemic stance; Peer Interaction; L2 | ||
|Key=Hauser2018 | |Key=Hauser2018 | ||
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|Language=English | |Language=English | ||
|Journal=Hacettepe University Journal of Education | |Journal=Hacettepe University Journal of Education | ||
| − | | | + | |Number=33 |
| − | |Pages= | + | |Pages=93–112 |
|URL=http://www.efdergi.hacettepe.edu.tr/makale_goster.php?id=2910 | |URL=http://www.efdergi.hacettepe.edu.tr/makale_goster.php?id=2910 | ||
| − | |DOI= | + | |DOI=10.16986/HUJE.2018038798 |
|Abstract=Analyses are presented of interactional excerpts containing three methods through which Japanese university students preparing for a group presentation in a required English class take an epistemic stance of uncertainty towards their own displayed knowledge of their second language (L2) English. These three methods consist of 1) producing a candidate item as uncertain, 2) casting doubt on something just said by self, and 3) overtly claiming lack of knowledge. Epistemic stance can be understood as consisting of different dimensions, with a stance of uncertainty related specifically to the dimension of epistemic access. Analyses are also presented of how other students respond or do not respond to such a stance. Through this kind of stance-taking and responses and non-responses, the students do being non-experts in their L2 without making relevant possible asymmetries in expertise. That is, by doing being non-experts among non-experts, the students construct an epistemically symmetrical, egalitarian relationship within their group. | |Abstract=Analyses are presented of interactional excerpts containing three methods through which Japanese university students preparing for a group presentation in a required English class take an epistemic stance of uncertainty towards their own displayed knowledge of their second language (L2) English. These three methods consist of 1) producing a candidate item as uncertain, 2) casting doubt on something just said by self, and 3) overtly claiming lack of knowledge. Epistemic stance can be understood as consisting of different dimensions, with a stance of uncertainty related specifically to the dimension of epistemic access. Analyses are also presented of how other students respond or do not respond to such a stance. Through this kind of stance-taking and responses and non-responses, the students do being non-experts in their L2 without making relevant possible asymmetries in expertise. That is, by doing being non-experts among non-experts, the students construct an epistemically symmetrical, egalitarian relationship within their group. | ||
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Latest revision as of 05:42, 13 January 2020
| Hauser2018 | |
|---|---|
| BibType | ARTICLE |
| Key | Hauser2018 |
| Author(s) | Eric Hauser |
| Title | Being a non-expert in L2 English: constructing egalitarianism in group preparation work |
| Editor(s) | |
| Tag(s) | EMCA, Classroom Discourse, Epistemics, Epistemic stance, Peer Interaction, L2 |
| Publisher | |
| Year | 2018 |
| Language | English |
| City | |
| Month | |
| Journal | Hacettepe University Journal of Education |
| Volume | |
| Number | 33 |
| Pages | 93–112 |
| URL | Link |
| DOI | 10.16986/HUJE.2018038798 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Analyses are presented of interactional excerpts containing three methods through which Japanese university students preparing for a group presentation in a required English class take an epistemic stance of uncertainty towards their own displayed knowledge of their second language (L2) English. These three methods consist of 1) producing a candidate item as uncertain, 2) casting doubt on something just said by self, and 3) overtly claiming lack of knowledge. Epistemic stance can be understood as consisting of different dimensions, with a stance of uncertainty related specifically to the dimension of epistemic access. Analyses are also presented of how other students respond or do not respond to such a stance. Through this kind of stance-taking and responses and non-responses, the students do being non-experts in their L2 without making relevant possible asymmetries in expertise. That is, by doing being non-experts among non-experts, the students construct an epistemically symmetrical, egalitarian relationship within their group.
Notes
