| 1 |
An Interview with Dr. Bambi Schieffelin
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 20, Iss 1 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
An Interview with APPLE Lecture Speaker Dr. Richard Donato
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 20, Iss 1 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Readers' Credits for Volume 20, Issue 1
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 20, Iss 1 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Readers' Credits for Volume 18, Issue 1
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 18, Iss 1 (2019) (2019)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Readers' Credits for Volume 18, Issue 2
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 18, Iss 2 (2019) (2019)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Narrating the Visual: Accounting for and Projecting Actions in Webinar Q&As
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 18, Iss 1 (2019) (2019)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Readers' Credits for Volume 19, Issue 2
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 19, Iss 2 (2019) (2019)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Introducing a GURT 2018 Panel on Communicating with the Public: “Third Parties” in Question-Answer Sequences
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 18, Iss 1 (2019) (2019)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Readers’ Credits for Volume 19, Issue 1
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 19, Iss 1 (2019) (2019)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Narrating the Visual: Accounting for and Projecting Actions in Webinar Q&As
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 31-35 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Introducing a GURT 2018 Panel on Communicating with the Public: “Third Parties” in Question-Answer Sequences
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp i-iv (2018) (2018)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Readers' Credits for Volume 17, Issue 2
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 17, Iss 2 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Signaling Learner Stance through Multimodal Resources
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 16, Iss 2 (2016) (2016)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Signaling Learner Stance through Multimodal Resources
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 44-50 (2016) (2016)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
From Aha Moments to Ethnomethodology: A Conversation with Hugh Mehan
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 15, Iss 1 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
An Interview with APPLE Lecture Speaker Professor James Paul Gee
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 54-56 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Being a Woman: Membership Categorization in Interaction
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 25-28 (2015) (2015)
|
|
Abstract:
MCA has aspired to underscore the significant influence categorization can have on the way members of a culture experience their social reality and assume their roles in it. By following such aspirations, analysts inevitably run the risk of projecting “common-sense” assumptions onto their data and having their work characterized as “wild and promiscuous” (Stoke, 2012). So as to avoid these pitfalls, analysts have searched for ways of making assertions based on the data alone, by treating membership categorization as analytically pertinent only when it is demonstrably relevant and procedurally consequential to the interaction. The trouble with this approach, however, is that the relevance of a certain category might not always be obvious in a single turn or even a single segment of talk. Categories and category-bound predicates may be unpacked throughout an entire interaction and explicitly named only in passing, if at all. This paper aims to show how one category—that of ‘girls/women’—could be demonstrated as relevant via the participants’ invocation of and orientation to other, connected categories and category-bound activities. The analysis shows that participants build a shared understanding of categories throughout their conversation, and that the demonstrable relevance and procedural consequentiality of these categories becomes evident only gradually as the interaction progresses. Almost an entire hour before they explicitly mention it, the participants seem to orient to the ‘girls/women’ category by invoking the related category of ‘men/guys/boys’ and its category-bound predicates. They seem to treat the ‘men’ and ‘women’ categories as a standardized relational pair (as having duties and moral obligations to one another), and, by invoking the ‘men’ category, the speakers appear to make potentially relevant their (unstated) orientation to and membership in the ‘women’ category.
|
|
Keyword:
Applied linguistics; Categorization; Education; English language; Foreign speakers; Language acquisition; MCA; Membership categorization analysis; P118-118.7; PE1-3729; Psychology; Research; Social conditions of women; Social interaction; Study of language; Teaching language; Women
|
|
URL: https://doi.org/10.7916/D82R449F
https://doaj.org/article/3803910e0e4f433480dab0e812408d9f
|
|
BASE
|
|
Hide details
|
|
|
| 18 |
An Interview with APPLE Lecture Speaker Professor James Paul Gee
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 15, Iss 1 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
From Aha Moments to Ethnomethodology: A Conversation with Hugh Mehan
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 33-45 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Being a Woman: Membership Categorization in Interaction
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 13, Iss 1 (2013) (2013)
|
|
BASE
|
|
Show details
|
|
|
|
|
