Difference between revisions of "Park2012a"
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| − | |URL= | + | |URL=https://journals.sagepub.com/doi/abs/10.1177/1461445612454077 |
|DOI=10.1177/1461445612454077 | |DOI=10.1177/1461445612454077 | ||
|Abstract=Using video recordings of one-on-one writing conferences as data, this conversation analytic study provides a sequential analysis of student-initiated question–answer sequences and demonstrates that the building of social interaction is contingent upon the composition of a turn as well as its position in the larger sequence. In particular, the article focuses on the distinct sequential environments in which students use yes/no interrogatives and yes/no declaratives. In the context of writing conference, the epistemic asymmetry between the participants is made relevant throughout the session; in general, the teacher is in a more knowledgeable position, whereas the student is in a less knowledgeable position concerning writing practices. Nonetheless, students invoke a different degree of knowledge gap between the participants by using different forms of polar questions. This article illustrates how students convey their epistemic positions with different syntactic structures and how such distinct positions are ratified in the unfolding sequence. The analysis of this study contributes to finding new aspects of question–answer sequences and pedagogical practices. | |Abstract=Using video recordings of one-on-one writing conferences as data, this conversation analytic study provides a sequential analysis of student-initiated question–answer sequences and demonstrates that the building of social interaction is contingent upon the composition of a turn as well as its position in the larger sequence. In particular, the article focuses on the distinct sequential environments in which students use yes/no interrogatives and yes/no declaratives. In the context of writing conference, the epistemic asymmetry between the participants is made relevant throughout the session; in general, the teacher is in a more knowledgeable position, whereas the student is in a less knowledgeable position concerning writing practices. Nonetheless, students invoke a different degree of knowledge gap between the participants by using different forms of polar questions. This article illustrates how students convey their epistemic positions with different syntactic structures and how such distinct positions are ratified in the unfolding sequence. The analysis of this study contributes to finding new aspects of question–answer sequences and pedagogical practices. | ||
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Latest revision as of 08:04, 30 November 2019
| Park2012a | |
|---|---|
| BibType | ARTICLE |
| Key | Park2012a |
| Author(s) | Innhwa Park |
| Title | Asking different types of polar questions: The interplay between turn, sequence, and context in writing conferences |
| Editor(s) | |
| Tag(s) | EMCA, polar questions, context, declaratives, epistemic asymmetry, interrogatives, pedagogical practices, question–answer sequences, student questions, writing conference |
| Publisher | |
| Year | 2012 |
| Language | |
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| Month | |
| Journal | Discourse Studies |
| Volume | 14 |
| Number | 5 |
| Pages | 613–633 |
| URL | Link |
| DOI | 10.1177/1461445612454077 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
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Abstract
Using video recordings of one-on-one writing conferences as data, this conversation analytic study provides a sequential analysis of student-initiated question–answer sequences and demonstrates that the building of social interaction is contingent upon the composition of a turn as well as its position in the larger sequence. In particular, the article focuses on the distinct sequential environments in which students use yes/no interrogatives and yes/no declaratives. In the context of writing conference, the epistemic asymmetry between the participants is made relevant throughout the session; in general, the teacher is in a more knowledgeable position, whereas the student is in a less knowledgeable position concerning writing practices. Nonetheless, students invoke a different degree of knowledge gap between the participants by using different forms of polar questions. This article illustrates how students convey their epistemic positions with different syntactic structures and how such distinct positions are ratified in the unfolding sequence. The analysis of this study contributes to finding new aspects of question–answer sequences and pedagogical practices.
Notes
