Difference between revisions of "Hellermann2009"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=John Hellermann; | + | |Author(s)=John Hellermann; |
| − | |Title=Practices for dispreferred responses using no by a learner of English | + | |Title=Practices for dispreferred responses using 'no' by a learner of English |
| − | |Tag(s)=EMCA; Interactional Linguistics; Preference; Second Language; | + | |Tag(s)=EMCA; Interactional Linguistics; Preference; Second Language; |
|Key=Hellermann2009 | |Key=Hellermann2009 | ||
|Year=2009 | |Year=2009 | ||
Revision as of 07:44, 27 December 2015
| Hellermann2009 | |
|---|---|
| BibType | ARTICLE |
| Key | Hellermann2009 |
| Author(s) | John Hellermann |
| Title | Practices for dispreferred responses using 'no' by a learner of English |
| Editor(s) | |
| Tag(s) | EMCA, Interactional Linguistics, Preference, Second Language |
| Publisher | |
| Year | 2009 |
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| Journal | International Review of Applied Linguistics in Language Teaching |
| Volume | 47 |
| Number | |
| Pages | 95–126 |
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| Institution | |
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Abstract
Responding in a manner that does not align with an action or affiliate with a stance implicated in just prior talk is potentially sensitive work. Conversa- tion Analysis (CA) has shown that participants orient to the sensitive nature of sequences of talk used to project responses that do not align, or, are dis- preferred (Pomerantz 1984) in some way. This paper examines such responses, especially with the use of no tokens. The talk comes from the interactions of one adult learner of English in a language learning classroom over the course of five ten-week terms. The findings show that the participant’s use of no (for other-correction, third-position repair, and multiple sayings) is oriented to by peers as appropriate for the classroom community of practice. Learning, it is suggested, may be seen in the learner’s orientation to the preference for affili- ation when doing negative responses.
Notes
