| 1 |
Mothers and Sisters
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 39-41 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Negotiating Participant Status in Participation Frameworks
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 45-47 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
An Interview with APPLE Lecture Guest Speaker Professor Leo van Lier
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp v-vii (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Applying Conversation Analysis to Real-world Concerns
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp i-iv (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Scaffolding: Defining the Metaphor
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 1-16 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Mothers and Sisters
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 13, Iss 1 (2013) (2013)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Negotiating Participant Status in Participation Frameworks
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 12, Iss 1 (2012) (2012)
|
|
Abstract:
It is not always easy to find your place within a conversation. In this brief piece, I suggest that participant status (i.e., speaker and hearer roles) within a participation framework, is not always agreed upon by all members, but can be asserted, resisted, and otherwise negotiated. In an effort to address this, I will present an excerpt taken from videotaped recordings of naturally-occurring talk among three colleagues. The line-by-line analysis used in Conversation Analysis (CA) will allow a more nuanced look into what happens when a participant self-selects as speaker, and tries to either maintain or move into a central position in the participation framework. In addition to a line-by-line reading of interaction, CA allows us not only to highlight intonation and loudness of speech, but also to focus on pauses within a turn and gaps between turns. This helps clarify the various strategies that hearers may use to resist or block a move by a speaker.
|
|
Keyword:
English language; LB5-3640; PE1-3729; Theory and practice of education
|
|
URL: https://doi.org/10.7916/salt.v12i1.1377
https://doaj.org/article/48bc7fcdac3742eba26e34e35da299c8
|
|
BASE
|
|
Hide details
|
|
|
| 8 |
Scaffolding: Defining the Metaphor
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 12, Iss 2 (2012) (2012)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
An Interview with APPLE Lecture Guest Speaker Professor Leo van Lier
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 12, Iss 1 (2012) (2012)
|
|
BASE
|
|
Show details
|
|
|
|
|
