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An Interview with Dr. Bambi Schieffelin
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In: Studies in Applied Linguistics & TESOL, Vol 20, Iss 1 (2020) (2020)
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| 2 |
An Interview with APPLE Lecture Speaker Dr. Richard Donato
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In: Studies in Applied Linguistics & TESOL, Vol 20, Iss 1 (2020) (2020)
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Readers' Credits for Volume 20, Issue 1
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In: Studies in Applied Linguistics & TESOL, Vol 20, Iss 1 (2020) (2020)
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| 4 |
Readers' Credits for Volume 18, Issue 1
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In: Studies in Applied Linguistics & TESOL, Vol 18, Iss 1 (2019) (2019)
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| 5 |
Readers' Credits for Volume 18, Issue 2
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In: Studies in Applied Linguistics & TESOL, Vol 18, Iss 2 (2019) (2019)
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| 6 |
Narrating the Visual: Accounting for and Projecting Actions in Webinar Q&As
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In: Studies in Applied Linguistics & TESOL, Vol 18, Iss 1 (2019) (2019)
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Abstract:
Visual conduct, including the use of gaze to attend to bodily-visual cues and other semiotic resources in interaction, has long been a topic of interest in ethnomethodology and conversation analysis (EMCA). Past EMCA work has examined visual conduct in face-to-face interaction, shedding light on the use of gaze to secure recipiency, facilitate smooth turn-taking, and create and sustain the local interactional ecology (Goodwin, 2000; Nishizaka, 2000). In technology-mediated interaction, however, participants’ lack of access to each other’s visual conduct can create fractured ecologies and hinder communication (Heath & Luff, 1993; Luff, Heath, Kuzuoka, Hindmarsh, Yamazaki, & Oyama, 2003). In this paper, we explore how participants’ asymmetrical visual access shapes one form of technology-mediated interaction: webinar talk. In particular, we examine how webinar moderators use what is visible on their computer screens to manage question-and-answer components during webinar events.
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Keyword:
English language; LB5-3640; PE1-3729; Theory and practice of education
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URL: https://doaj.org/article/609008102519456f91430c2924ffe186
https://doi.org/10.7916/salt.v18i1.1198
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| 7 |
Readers' Credits for Volume 19, Issue 2
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In: Studies in Applied Linguistics & TESOL, Vol 19, Iss 2 (2019) (2019)
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| 8 |
Introducing a GURT 2018 Panel on Communicating with the Public: “Third Parties” in Question-Answer Sequences
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In: Studies in Applied Linguistics & TESOL, Vol 18, Iss 1 (2019) (2019)
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| 9 |
Readers’ Credits for Volume 19, Issue 1
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In: Studies in Applied Linguistics & TESOL, Vol 19, Iss 1 (2019) (2019)
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| 10 |
Narrating the Visual: Accounting for and Projecting Actions in Webinar Q&As
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In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 31-35 (2018) (2018)
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| 11 |
Introducing a GURT 2018 Panel on Communicating with the Public: “Third Parties” in Question-Answer Sequences
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In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp i-iv (2018) (2018)
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| 12 |
Readers' Credits for Volume 17, Issue 2
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In: Studies in Applied Linguistics & TESOL, Vol 17, Iss 2 (2017) (2017)
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| 13 |
Signaling Learner Stance through Multimodal Resources
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In: Studies in Applied Linguistics & TESOL, Vol 16, Iss 2 (2016) (2016)
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| 14 |
Signaling Learner Stance through Multimodal Resources
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 44-50 (2016) (2016)
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| 15 |
From Aha Moments to Ethnomethodology: A Conversation with Hugh Mehan
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In: Studies in Applied Linguistics & TESOL, Vol 15, Iss 1 (2015) (2015)
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| 16 |
An Interview with APPLE Lecture Speaker Professor James Paul Gee
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 54-56 (2015) (2015)
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| 17 |
Being a Woman: Membership Categorization in Interaction
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 25-28 (2015) (2015)
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| 18 |
An Interview with APPLE Lecture Speaker Professor James Paul Gee
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In: Studies in Applied Linguistics & TESOL, Vol 15, Iss 1 (2015) (2015)
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| 19 |
From Aha Moments to Ethnomethodology: A Conversation with Hugh Mehan
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 33-45 (2015) (2015)
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| 20 |
Being a Woman: Membership Categorization in Interaction
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In: Studies in Applied Linguistics & TESOL, Vol 13, Iss 1 (2013) (2013)
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