Difference between revisions of "Lerner1993"
(BibTeX auto import 2015-09-17 10:14:10) |
AndreiKorbut (talk | contribs) m |
||
| Line 1: | Line 1: | ||
{{BibEntry | {{BibEntry | ||
| − | | | + | |BibType=ARTICLE |
| − | | | + | |Author(s)=Gene H. Lerner; |
|Title=Collectivities in action: Establishing the relevance of conjoined participation in conversation | |Title=Collectivities in action: Establishing the relevance of conjoined participation in conversation | ||
| − | |||
|Tag(s)=EMCA; audience behavior; classroom interaction; coalitions; collective action; speaker selection; team talk; turn-taking | |Tag(s)=EMCA; audience behavior; classroom interaction; coalitions; collective action; speaker selection; team talk; turn-taking | ||
| − | | | + | |Key=Lerner1993 |
|Year=1993 | |Year=1993 | ||
|Journal=Text | |Journal=Text | ||
| Line 11: | Line 10: | ||
|Number=2 | |Number=2 | ||
|Pages=213–245 | |Pages=213–245 | ||
| + | |URL=http://www.degruyter.com/view/j/text.1.1993.13.issue-2/text.1.1993.13.2.213/text.1.1993.13.2.213.xml | ||
| + | |DOI=10.1515/text.1.1993.13.2.213 | ||
|Abstract=Collectivities can become consequential social units in ordinary conversation. This article reports on the organization of talk in interaction at the juncture of two types of practical action. First, I consider the ongoing relevance of conjoined participation in two specializedforms of interaction (orator-audience interaction and teacher-student interaction) and I describe the range of practices that can be used ta broaden the units of participation in conversational interaction from individual persons to larger social units. Second, I amplify earlier treatments ofspeaker selection practices for conversation. Finally, I bring these two lines ofinquiry together. In multiparty conversation participants can address an association of recipients, thereby making relevant a response from those recipients as members of an association. By addressing a sequence-initiating action (e.g., a question) to an association ofrecipients, a conjoined opportunity to respond can be made relevant. Speakers can make conjoined participation relevant for relatively enduring collectivities (e.g., couples); moreover, occasion-specifie and momentary collectivities can become relevant units ofparticipation. | |Abstract=Collectivities can become consequential social units in ordinary conversation. This article reports on the organization of talk in interaction at the juncture of two types of practical action. First, I consider the ongoing relevance of conjoined participation in two specializedforms of interaction (orator-audience interaction and teacher-student interaction) and I describe the range of practices that can be used ta broaden the units of participation in conversational interaction from individual persons to larger social units. Second, I amplify earlier treatments ofspeaker selection practices for conversation. Finally, I bring these two lines ofinquiry together. In multiparty conversation participants can address an association of recipients, thereby making relevant a response from those recipients as members of an association. By addressing a sequence-initiating action (e.g., a question) to an association ofrecipients, a conjoined opportunity to respond can be made relevant. Speakers can make conjoined participation relevant for relatively enduring collectivities (e.g., couples); moreover, occasion-specifie and momentary collectivities can become relevant units ofparticipation. | ||
}} | }} | ||
Revision as of 02:15, 15 February 2016
| Lerner1993 | |
|---|---|
| BibType | ARTICLE |
| Key | Lerner1993 |
| Author(s) | Gene H. Lerner |
| Title | Collectivities in action: Establishing the relevance of conjoined participation in conversation |
| Editor(s) | |
| Tag(s) | EMCA, audience behavior, classroom interaction, coalitions, collective action, speaker selection, team talk, turn-taking |
| Publisher | |
| Year | 1993 |
| Language | |
| City | |
| Month | |
| Journal | Text |
| Volume | 13 |
| Number | 2 |
| Pages | 213–245 |
| URL | Link |
| DOI | 10.1515/text.1.1993.13.2.213 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Collectivities can become consequential social units in ordinary conversation. This article reports on the organization of talk in interaction at the juncture of two types of practical action. First, I consider the ongoing relevance of conjoined participation in two specializedforms of interaction (orator-audience interaction and teacher-student interaction) and I describe the range of practices that can be used ta broaden the units of participation in conversational interaction from individual persons to larger social units. Second, I amplify earlier treatments ofspeaker selection practices for conversation. Finally, I bring these two lines ofinquiry together. In multiparty conversation participants can address an association of recipients, thereby making relevant a response from those recipients as members of an association. By addressing a sequence-initiating action (e.g., a question) to an association ofrecipients, a conjoined opportunity to respond can be made relevant. Speakers can make conjoined participation relevant for relatively enduring collectivities (e.g., couples); moreover, occasion-specifie and momentary collectivities can become relevant units ofparticipation.
Notes
