Difference between revisions of "Parry2013"
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|Author(s)=Ruth Parry | |Author(s)=Ruth Parry | ||
|Title=Giving reasons for doing something now or at some other time | |Title=Giving reasons for doing something now or at some other time | ||
| − | |Tag(s)=EMCA; | + | |Tag(s)=EMCA; Medical EMCA; Healthcare communication; Physiotherapy |
|Key=Parry2013 | |Key=Parry2013 | ||
|Year=2013 | |Year=2013 | ||
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|Number=2 | |Number=2 | ||
|Pages=105-124 | |Pages=105-124 | ||
| + | |Abstract=Physiotherapists often have to ask their clients to move in a certain way, and they sometimes accompany such instructions with explanations. It turns out that these practitioners have an interesting resource—they can design their explanation to bear either upon the exact movement currently in play or on a more general or future case. I show that they make this distinction largely by how they deploy explanatory connectives like because, so, and so on—and, counterintuitively, how they omit such connectives. I finish by considering other datasets and discussing the pedagogical benefits, in any interaction, of being able to construct and convey different temporal domains that the account is meant to bear on. | ||
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Revision as of 14:00, 29 December 2014
| Parry2013 | |
|---|---|
| BibType | ARTICLE |
| Key | Parry2013 |
| Author(s) | Ruth Parry |
| Title | Giving reasons for doing something now or at some other time |
| Editor(s) | |
| Tag(s) | EMCA, Medical EMCA, Healthcare communication, Physiotherapy |
| Publisher | |
| Year | 2013 |
| Language | |
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| Month | |
| Journal | Research on Language and Social Interaction |
| Volume | 46 |
| Number | 2 |
| Pages | 105-124 |
| URL | |
| DOI | |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Physiotherapists often have to ask their clients to move in a certain way, and they sometimes accompany such instructions with explanations. It turns out that these practitioners have an interesting resource—they can design their explanation to bear either upon the exact movement currently in play or on a more general or future case. I show that they make this distinction largely by how they deploy explanatory connectives like because, so, and so on—and, counterintuitively, how they omit such connectives. I finish by considering other datasets and discussing the pedagogical benefits, in any interaction, of being able to construct and convey different temporal domains that the account is meant to bear on.
Notes
