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Invoking Membership Categories Through Marked Person Reference Forms in Parent-Child Interaction
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Abstract:
Based on video-recordings and transcripts from parent-child conversations, this paper examines how marked person references can be designed to invoke relevant membership categories. Through detailed analyses guided by the principles of Conversation Analysis and Membership Categorization Analysis, I show that categories invoked through marked person references allow speakers to account for and upgrade the social actions they are performing. Findings of this study contribute to research on person reference and membership categorization, and in particular, the crossover between the two. They also provide insights into how parents employ language practices as a resource for socializing children into their family roles.
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Keyword:
Applied linguistics; Education; Language acquisition; Parent and child
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URL: https://doi.org/10.7916/D85440GR
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| 104 |
Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition ...
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| 106 |
Invoking Membership Categories Through Marked Person Reference Forms in Parent-Child Interaction ...
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| 107 |
Development and evaluation of online pronunciation instruction for international teaching assistants’ comprehensibility
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In: Graduate Theses and Dissertations (2015)
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| 109 |
From motivation to emotion: a new chapter in applied linguistics research
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In: Centre for Teaching and Learning (2015)
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| 110 |
Methodological Diversity in Language Assessment Research: The Role of Mixed Methods in Classroom-Based Language Assessment Studies
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In: International Journal of Qualitative Methods; Vol 14, No 2 (2015): Special Issue - Mixed Methods; 104-121 ; 1609-4069 (2015)
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| 111 |
O ensino de língua inglesa nos primeiros anos do ensino fundamental: uma abordagem transdisciplinar
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| 112 |
THE EFFECTS OF A NEW METHOD OF INSTRUCTION ON THE PERCEPTIONS OF APPALACHIAN ENGLISH
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In: Theses and Dissertations--Linguistics (2015)
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| 113 |
The nature of language learners' beliefs: A half-told story
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| 114 |
Explicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books
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| 115 |
The multicultural, multilingual, and transnational Non- Native English Speaking Teacher
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In: Ana Solano-Campos (2015)
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| 116 |
Applying L2 Vocabulary Research Findings to Classroom Teaching
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 39-41 (2015) (2015)
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| 117 |
Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 21-37 (2015) (2015)
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| 118 |
Investigating Second Language Reading Components:Reading for Different Types of Meaning
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-28 (2015) (2015)
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| 119 |
Another Look at Norris and Ortega (2000)
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 15-38 (2015) (2015)
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| 120 |
Communication Disorders in Spanish Speakers: Theoretical, Research, and Clinical Aspects
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-5 (2015) (2015)
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