Difference between revisions of "Nguyen2018a"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Hanh thi Nguyen | |Author(s)=Hanh thi Nguyen | ||
| − | |Title=Interactional | + | |Title=Interactional practices across settings: from classroom role-plays to workplace patient consultations |
|Tag(s)=EMCA; Classroom; Workplace; Roleplay | |Tag(s)=EMCA; Classroom; Workplace; Roleplay | ||
|Key=Nguyen2016 | |Key=Nguyen2016 | ||
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|Number=2 | |Number=2 | ||
|Pages=213–235 | |Pages=213–235 | ||
| − | |URL= | + | |URL=https://academic.oup.com/applij/article-abstract/39/2/213/2544433 |
| − | |DOI= | + | |DOI=10.1093/applin/amw007 |
|Abstract=This article investigates how learned interactional practices from an instructional setting may be utilized in the workplace setting. I examine how the same novice in a pharmacy employed the practices of sequential organization in role-played patient consultations in the classroom and in subsequent actual patient consultations in a clerkship. I first describe how the novice developed her sequential organization practices in the role-played consultations, then analyze whether and how she utilized these practices in consultations at the pharmacy. I show that interactional practices developed in classroom role-plays were later sustained, eliminated, re-developed, or further modified in the clerkship consultations. In light of the findings, I discuss the strengths and limitations of role-plays as an instructional mode and the promise of conversation analysis for longitudinal studies. | |Abstract=This article investigates how learned interactional practices from an instructional setting may be utilized in the workplace setting. I examine how the same novice in a pharmacy employed the practices of sequential organization in role-played patient consultations in the classroom and in subsequent actual patient consultations in a clerkship. I first describe how the novice developed her sequential organization practices in the role-played consultations, then analyze whether and how she utilized these practices in consultations at the pharmacy. I show that interactional practices developed in classroom role-plays were later sustained, eliminated, re-developed, or further modified in the clerkship consultations. In light of the findings, I discuss the strengths and limitations of role-plays as an instructional mode and the promise of conversation analysis for longitudinal studies. | ||
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Revision as of 11:12, 12 January 2020
| Nguyen2018a | |
|---|---|
| BibType | ARTICLE |
| Key | Nguyen2016 |
| Author(s) | Hanh thi Nguyen |
| Title | Interactional practices across settings: from classroom role-plays to workplace patient consultations |
| Editor(s) | |
| Tag(s) | EMCA, Classroom, Workplace, Roleplay |
| Publisher | |
| Year | 2018 |
| Language | English |
| City | |
| Month | |
| Journal | Applied Linguistics |
| Volume | 39 |
| Number | 2 |
| Pages | 213–235 |
| URL | Link |
| DOI | 10.1093/applin/amw007 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This article investigates how learned interactional practices from an instructional setting may be utilized in the workplace setting. I examine how the same novice in a pharmacy employed the practices of sequential organization in role-played patient consultations in the classroom and in subsequent actual patient consultations in a clerkship. I first describe how the novice developed her sequential organization practices in the role-played consultations, then analyze whether and how she utilized these practices in consultations at the pharmacy. I show that interactional practices developed in classroom role-plays were later sustained, eliminated, re-developed, or further modified in the clerkship consultations. In light of the findings, I discuss the strengths and limitations of role-plays as an instructional mode and the promise of conversation analysis for longitudinal studies.
Notes
