Difference between revisions of "Davidson2010"
AndreiKorbut (talk | contribs) (Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Christina Davidson |Title=Transcription Matters: Transcribing Talk and Interaction to Facilitate Conversation Analysis of the Taken-for-...") |
AndreiKorbut (talk | contribs) |
||
| Line 2: | Line 2: | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Christina Davidson | |Author(s)=Christina Davidson | ||
| − | |Title=Transcription | + | |Title=Transcription matters: transcribing talk and interaction to facilitate conversation analysis of the taken-for-granted in young children's interactions |
|Tag(s)=conversation analysis; transcription; young children | |Tag(s)=conversation analysis; transcription; young children | ||
|Key=Davidson2010 | |Key=Davidson2010 | ||
| Line 10: | Line 10: | ||
|Number=2 | |Number=2 | ||
|Pages=115–131 | |Pages=115–131 | ||
| − | |URL= | + | |URL=https://journals.sagepub.com/doi/abs/10.1177/1476718x09345516 |
|DOI=10.1177/1476718X09345516 | |DOI=10.1177/1476718X09345516 | ||
|Abstract=The development of transcripts is central to the work of many researchers yet questions of what and how researchers transcribe, and why, receive little attention in research literature. Conversation analysis is one research approach that has consistently addressed the integral relationship between theoretical and methodological perspectives, transcript development and transcript analysis. This article considers that relationship. An analysis of classroom talk is used to establish how aspects of young children’s interactional competence are found in features of talk made available for analysis through transcription that deliberately and methodically seeks to record taken-for-granted features of social interaction. | |Abstract=The development of transcripts is central to the work of many researchers yet questions of what and how researchers transcribe, and why, receive little attention in research literature. Conversation analysis is one research approach that has consistently addressed the integral relationship between theoretical and methodological perspectives, transcript development and transcript analysis. This article considers that relationship. An analysis of classroom talk is used to establish how aspects of young children’s interactional competence are found in features of talk made available for analysis through transcription that deliberately and methodically seeks to record taken-for-granted features of social interaction. | ||
}} | }} | ||
Latest revision as of 11:50, 25 November 2019
| Davidson2010 | |
|---|---|
| BibType | ARTICLE |
| Key | Davidson2010 |
| Author(s) | Christina Davidson |
| Title | Transcription matters: transcribing talk and interaction to facilitate conversation analysis of the taken-for-granted in young children's interactions |
| Editor(s) | |
| Tag(s) | conversation analysis, transcription, young children |
| Publisher | |
| Year | 2010 |
| Language | |
| City | |
| Month | |
| Journal | Journal of Early Childhood Research |
| Volume | 8 |
| Number | 2 |
| Pages | 115–131 |
| URL | Link |
| DOI | 10.1177/1476718X09345516 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
The development of transcripts is central to the work of many researchers yet questions of what and how researchers transcribe, and why, receive little attention in research literature. Conversation analysis is one research approach that has consistently addressed the integral relationship between theoretical and methodological perspectives, transcript development and transcript analysis. This article considers that relationship. An analysis of classroom talk is used to establish how aspects of young children’s interactional competence are found in features of talk made available for analysis through transcription that deliberately and methodically seeks to record taken-for-granted features of social interaction.
Notes
