Factoring out Exchange: Types of Structure

Martin, Jim; Coulthard, Malcolm; Cotterill, Janet; Rock, Frances

doi:10.1515/9783110941265-003

Cited by 18 publications

(13 citation statements)

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“…The model developed above accounts for exchanges consisting of between one and five constituent moves (any of which may involve move complexing), and any of which may trigger dependent tracking and challenging moves. To date, this framework has provided enough structure for work on conversation across institutionalized registers, and arguably more structure than is needed for the casual ones explored in say Eggins andSlade (1997/2005) (for further discussion on register complementarity in relation to conversational structure, see Martin 2000b). For evolving designed institutionalized genres such as Joint Construction however, a question arises as to whether additional structure needs to be proposed to account for relations between exchanges.…”

Section: Micro-designmentioning

confidence: 99%

Meaning Making in Text

Starc¹,

Jones²,

Maiorani³

2015

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Section: Micro-designmentioning

confidence: 99%

Meaning Making in Text

Starc¹,

Jones²,

Maiorani³

2015

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“…The strength of the Appraisal system is in its account for the nature of the complementarity between the 'inter' and 'personal' foci in spoken dialogue. Martin (2000a) explains that 'personal' meanings negotiated between speakers are not restricted only to expressions of mental states, but involves also the conveyance of attitudes as they adopt stances towards the material they present and those with whom they communicate with. What this means is that attitudes or feelings are conveyed alongside expressions of content in spoken interactions.…”

Section: The Appraisal Theorymentioning

confidence: 99%

Supporting new arrival students’ engagement with picture books: analysis of teacher talk using the appraisal theory

Chu

2014

Functional Linguist.

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For a considerable number of migrant and refugee children, their first experience of reading in a second language, and for some even their first encounter with printed materials, is in a new arrivals classroom. This paper looks at teacher talk with new arrival students as they were introduced to reading practices in a classroom. I attempt to use the Appraisal theory to investigate one teacher's talk, particularly on how she engages the students in reading and talking about children's picture books. Data for this study were obtained from a new arrivals classroom consisting of Year 6 and 7 students. Using a functional analysis provided by the Engagement system of the Appraisal theory, this paper aims to uncover some of the ways in which the teacher makes use of the verbal and visual resources in children's picture books to promote engagement with the texts. It is found that teacher talk plays a crucial role in supporting new arrival students' participation in practices associated with reading and talking about picture book texts. The analysis provides insights into how a teacher supports students with varying backgrounds of literacy experiences to engage with children's picture books.

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“…Although much work in the past seems to have been dominated by an interpersonal view of exchange structure (for a notable exception see Martin 2000a), it is worth pointing out that had originally modeled the exchange with respect to all three Hallidayan metafunctions (interpersonal, textual and ideational). Berry argued that the interpersonal mode was responsible for negotiating the transmission of information, the textual was responsible for enabling turntaking and the ideational for organizing how propositional information gets completed.…”

Section: Exchange Structure In Sfl Theorymentioning

confidence: 99%

“…These types of moves are sometimes inserted within an exchange in order to seek clarification or challenge a previous move or they are appended to the end of an exchange in which they most often create a sequence of follow-up moves. These extensions to the model have come from various sources, including research on service encounters (Ventola 1987), on discourse semantics (Martin 1992(Martin , 2000a) and on the dynamic modeling of exchanges (O'Donnell 1990(O'Donnell , 1999.…”

Section: Extensions To Berry's Modelmentioning

confidence: 99%

“…She took as a point of departure previous research done by the Birmingham School in the 1970s (e.g., Sinclair & Coulthard 1975;Burton 1978). Although various developments to Berry's exchange have since then been proposed, the basic model has been virtually left intact (see Martin 1992Martin , 2000aMuntigl 2007;O'Donnell 1990O'Donnell , 1999Ventola 1987).…”

Section: Introductionmentioning

confidence: 99%

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Knowledge moves in conversational exchanges

Muntigl

2009

FOL

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In Berry's (1981) classic work on exchange structure, it was argued that knowledge exchanges consist of some conversational participant who already knows the information and some conversational participant to whom the information is imparted. The former participant is commonly termed the primary knower, whereas the latter is termed the secondary knower. What is missing in Berry's model (and work that has extended Berry's model), however, is (1) an explanation of how rights and access to knowledge can be claimed or resisted on a turn-by-turn and move-by-move basis, and (2) a more elaborated conception of knowledge that goes beyond a sender/receiver model of information. Drawing from a corpus of spoken conversation from diverse sources, I extend Berry's model by showing how a participant's 'knower status' is often negotiated within an exchange. As an interpersonal resource, knowledge can be asserted, challenged, resisted, accepted, expanded, upgraded, downgraded, etc. Furthermore, I argue that 'knowledge' should be given a social/practical epistemological interpretation; from this perspective, knowledge is associated with a speaker's degree of access to information and with a speaker's rights and obligations to know.

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Factoring out Exchange: Types of Structure

Cited by 18 publications

References 0 publications

Meaning Making in Text

Meaning Making in Text

Supporting new arrival students’ engagement with picture books: analysis of teacher talk using the appraisal theory

Knowledge moves in conversational exchanges

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