Greer-Leyland2018
| Greer-Leyland2018 | |
|---|---|
| BibType | ARTICLE |
| Key | Greer-Leyland2018 |
| Author(s) | Tim Greer, Chris Leyland |
| Title | Naming an activity: Arriving at recognitionals in team-teacher planning talk |
| Editor(s) | |
| Tag(s) | Activity reference, Conversation Analysis, EMCA, Formulation, Recognitionals, Workplace interaction |
| Publisher | |
| Year | 2018 |
| Language | English |
| City | |
| Month | mar |
| Journal | Journal of Pragmatics |
| Volume | 126 |
| Number | |
| Pages | 52–67 |
| URL | Link |
| DOI | 10.1016/j.pragma.2017.11.009 |
| ISBN | |
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| Chapter | |
Abstract
Based on a video-recorded corpus of pre-class planning sessions, this study focuses on how team-teachers from different cultural and linguistic backgrounds accomplish the interactional task of identifying and explaining pedagogical activities they will later teach together during an English as a Foreign Language (EFL) lesson. Since a basic issue for these teachers is arriving at a recognizable name for the proposed task that can be understood by both parties, we analyze the interactional practices involved in naming an activity. We draw on Conversation Analytic (CA) research on word choice to show how sequential, categorical, epistemic and bilingual practices are brought to bear on the joint accomplishment of a recognitional formulation of an activity. We identify several interactional practices in which recognitionals play a key role in planning talk between language teachers. Speakers can treat the activity name as potentially unrecognizable through post-formulation explanations or initiating epistemic questions, or use a known recognitional to explain a new activity. Additionally, after a speaker lists the sub-steps involved in a proposed task, a recipient can proffer a name for the activity. These generic interactional practices are put to use in this intercultural workplace to make the plan accessible to all parties. The data are in English and Japanese.
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