Oral Discourse as a Semiotic Ecology<i>The Co‐construction and Mutual Influence of Speaking, Listening, and Looking</i>

Erickson, Frederick

doi:10.1002/9781118584194.ch20

Cited by 9 publications

(4 citation statements)

References 19 publications

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“…In suggesting how listenership is performed in instant messages, I simultaneously demonstrate and extend into typed-based digital discourse what previous scholarship of spoken conversation has suggested: listeners are not passive but active participants who influence the talk (e.g. Duranti, 1986; Erickson, 1986, 2004, 2015; Goodwin, 1986).…”

Section: Introductionmentioning

confidence: 55%

“…Scholars have suggested that what listeners do constructs talk as much as what speakers do. For example, Erickson (1986, 2004, 2015) illustrates how listening behavior influences speaking behavior (and vice versa). In Erickson’s (1986) words, talking with another person is described as ‘climbing a tree that climbs back’ (p. 316).…”

Section: Listenership: Theoretical Backgroundmentioning

confidence: 99%

“…act of giving feedback on prior messages) in typed-based online environments, or instant messages, and thus how it contributes to the construction of interaction, even though there is continued research on listeners and listenership in spoken discourse (e.g. Coates, 2007; Duranti, 1986; Erickson, 1986, 2004, 2015; Fellegy, 1995; Gardner, 2002; Goodwin, 1986). Having ‘listenership’ as a general term that refers to any acts of giving feedback on prior messages in the context of instant messages, the current study fills the lacuna, by exploring how certain listenership strategies are performed in instant messages and play a role in constructing the talk.…”

Section: Introductionmentioning

confidence: 99%

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Type your listenership: An exploration of listenership in instant messages

Choe

2018

Discourse Studies

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This case study investigates how people ‘listen’ and act as ‘listeners’ in instant messages. Little research has been done on listenership and listeners in text-based digital discourse; to address this gap, I analyze a group instant message conversation among five Korean young women via KakaoTalk, a free instant messaging application. Demonstrating previous studies on listenership and listeners in spoken discourse and defining ‘listenership’ as the act of giving feedback on prior messages, I identify and explicate four ways of showing listenership in instant message interaction: (1) minimal responses, (2) machine gun listenership, (3) laughing and (4) sticker reaction. My analysis illuminates how verbal and non-verbal forms of listenership are adapted to typed-based online contexts as well as how listenership contributes to the construction of talk in typed-based digital environments.

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Section: Introductionmentioning

confidence: 55%

Section: Listenership: Theoretical Backgroundmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Type your listenership: An exploration of listenership in instant messages

Choe

2018

Discourse Studies

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“…Por otro lado, también es relevante acercar esta teoría a otras perspectivas (Erickson, 1993(Erickson, , 2015Gutiérrez, Sengupta-Irving y Dieckmann, 2010;Lave, 2015;Lerman, 2002;Voigt, 1995) que muestran que aun la situación didáctica más pertinente para la enseñanza de cierto contenido cobra materialidad en un grupo específico que ha construido pp. 133-154 Aprender del problema y de las formas de interacción.…”

Section: Primer Semestre De 2018unclassified

Aprender del problema y de las formas de interacción. La construcción de conocimientos relativos al porcentaje en clases de secundaria

Borch

2017

RCE

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La elaboración de conocimiento en la clase de matemáticas se entreteje con las características de los problemas que resuelven los alumnos, con los conocimientos de los que ellos ya disponen y con las formas de interacción social. Este artículo se centra en la última de dichas relaciones, es decir, en el componente social del proceso de aprendizaje en el aula. Se problematiza el conocimiento matemático, el cual es considerado como la producción de un grupo, y por lo tanto se inserta en el entramado de relaciones sociales que se configuran en el aula. A partir del análisis de la implementación de una secuencia de clases experimentales a propósito del porcentaje en una secundaria pública de la Ciudad de México, se discute la manera en que la circulación del conocimiento está imbricada con el posicionamiento de los estudiantes y con la valoración social de los procedimientos y las herramientas matemáticas. Finalmente, se puntualiza en la necesidad de acercar la noción de Contrato Didáctico, herramienta de la Teoría de las Situaciones Didácticas, a otras perspectivas socioculturales que permitan enriquecer la comprensión del papel de las interacciones entre los distintos actores en el aprendizaje.

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Shifting from the Teaching of Oral Skills to the Development of Oracy

Walqui¹

2019

The Handbook of TESOL in K‐12

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Oral Discourse as a Semiotic EcologyThe Co‐construction and Mutual Influence of Speaking, Listening, and Looking

Cited by 9 publications

References 19 publications

Type your listenership: An exploration of listenership in instant messages

Type your listenership: An exploration of listenership in instant messages

Aprender del problema y de las formas de interacción. La construcción de conocimientos relativos al porcentaje en clases de secundaria

Shifting from the Teaching of Oral Skills to the Development of Oracy

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