Displays of Epistemic Access: Student Responses to Teacher Explanations

Koole, Tom

doi:10.1080/08351811003737846

Cited by 175 publications

(133 citation statements)

References 34 publications

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“…Yet, the repair in Extract 9 is produced with prosodic marking; that in Extract 10 is not. It remains to be seen whether future research will reveal patterns in instances like these; for now, I should emphasize that here, unlike in Extracts 7 and 8, the speakers have epistemic authority, but do not explicitly claim it in the sequence leading up to the repair (see Koole 2010Koole , 2012 Of particular interest in this fragment are lines 4 and 6. While B can already lay claim to an epistemic advantage over A by virtue of his profession, and the epistemic asymmetry motivated " s initiating question in the first place see Stivers Rossano " here asserts that he has particular expertise in the epistemic domain under consideration: hoe meer ik erover lees the more I read about it highlights the quantity of his research on the matter and want ik lees er dus over because I read about it marks this research as notable that is potentially beyond his regular professional duties.…”

Section: Additional Observationsmentioning

confidence: 99%

Discourse constraints on prosodic marking in lexical replacement repair

Plug

2015

Journal of Pragmatics

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This paper reports on an investigation of instances of lexical replacement repair, in which a speaker replaces one lexical choice with another, sampled from Dutch spontaneous interaction. The study is driven by the question as to what motivates a speaker to produce a particular instance of self-repair with or without prosodic marking with or without notable prosodic prominence and the notion that a close consideration of the discourse context in which the repair is embedded, and its function in that context, is paramount in addressing this question. The study explores the empirical grounds for two proposals regarding the function of prosodic marking one in which marking is a response to the speaker s embarrassment or unease at the error or infelicity and one in which marking is done for the listener s benefit to highlight particularly important information. This paper describes three discourse contexts in which prosodic marking is notably common, and argues that both proposals find some support in these contexts. The analysis suggests that speakers decisions for or against prosodic marking are based at least on considerations of epistemic authority, precision and exaggeration, and discourse coherence. KEY WORDSSelf-repair, prosody, discourse coherence, epistemic authority, precision and exaggeration ACKNOWLEDGEMENTS

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Section: Additional Observationsmentioning

confidence: 99%

Discourse constraints on prosodic marking in lexical replacement repair

Plug

2015

Journal of Pragmatics

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“…eh 'make' eh: (. )", which he repeats (lines 15-16); this can be treated as a learner initiative (Waring, 2011) that displays the learner's knowledge (Koole, 2010). He then suggests other verbs similar to help and make; he starts with "get," which is greeted by T's vigorous head nod, but then withdraws "get" and instead offers "let" and "have," ending with the confirmation check, "yeah?"…”

Section: Joint Exploratory Talkmentioning

confidence: 99%

Doing Exploratory Talk in the Language Classroom: A Sequential Account

Boblett¹

2018

HUJE

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Building on William Barnes' research (1992; on how exploratory talk can be used as a tool to work on understanding and promote learning in L1 elementary school classrooms, I examine exploratory talk in the adult ESL classroom. Ten hours of two adult ESL classes were videotaped, transcribed, and analyzed using a conversation analytic (CA) framework. The analysis shows that exploratory talk is implemented through a 5-stage sequential structure and can be teacher-or jointly-led. Each stage in the sequence is introduced, supported, and managed as much by gestures, gaze, and movement as by talk and silence. The findings not only suggest that exploratory talk offers an important resource for resolving language issues but also how this can be done step-by-step in real time. The findings contribute to previous research on exploratory talk by locating this talk within larger exploratory sequences, calling attention to crucial nonverbal conduct, and examining these sequences in the adult ESL classroom.

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“…Lucie thus uses the third position not only to accept the teacher's explanation but also to claim knowledge and to demonstrate understanding. Koole (2010) states that the demonstrations of understanding in his data are not sequentially invited. At any rate, the teacher's statement in the above excerpt invites collaboration because she indicates that she is encountering a challenge.…”

Section: Gae °D'accord° °Allright°mentioning

confidence: 99%

“…However, the teacher assesses the literal translation of the lexeme in question (molemmat) as being difficult to determine. Lucie demonstrates her understanding in third position (line 07) (Koole, 2010) The teacher's response in excerpt (2) is a multi-unit explanation (lines 03-04) followed by an assertion (lines 05-06). Lucie's feedback turn (line 07), which is an assertion, can be classified as a non-minimal post-expansion (Schegloff, 2007) that invites a further teacher response (line 08).…”

Section: Gae °D'accord° °Allright°mentioning

confidence: 99%

Challenging and Objecting: Functions of Third Position Turns in Student-Initiated Question Sequences

Merke¹

2018

HUJE

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ABSTRACT:Research on the classical IRE-sequences in the classroom context has highlighted teachers' use of questions as teaching tools and how questioning processes serve as efficient learning tools. One especially important turn in questioning processes is the third position of the sequence which incorporates the potential to enhance learning and provide resources for students. This article examines sequences similar to the IRE-sequence -student-initiated question sequences -focusing on the third position of these sequences. In the default question sequence, the third position is used to signal an acceptance of the prior response. The analysis examines turns that signal disalignment with the teacher and may therefore communicate a challenge or an objection to the teacher. The aim is to demonstrate how the different formats of third positions are used to express fine-grained challenges concerning the granularity of knowledge and epistemic responsibilities. Thus, non-aligning dialogue particles, follow-up questions or postexpansions in third position can convey a challenging quality. The research method adopted is ethnomethodological conversation analysis. A detailed sequential analysis demonstrates that troubles encountered in mutual understanding may be related to issues of epistemicity and moral order. A central result is that question sequences provide the participants with learning tools that connect to the organisation of emotional and moral issues.

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Displays of Epistemic Access: Student Responses to Teacher Explanations

Cited by 175 publications

References 34 publications

Discourse constraints on prosodic marking in lexical replacement repair

Discourse constraints on prosodic marking in lexical replacement repair

Doing Exploratory Talk in the Language Classroom: A Sequential Account

Challenging and Objecting: Functions of Third Position Turns in Student-Initiated Question Sequences

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