H Z Waring
Dados Biográficos
| ID | 16425 |
|---|---|
| NOME | H Z Waring |
| PRENOMES | H Z |
| SOBRENOME | Waring |
| ASSINATURA | WARING H Z |
| AFILIAÇÕES | Columbia University |
| ORCID | 0000-0002-0652-568X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 30 |
| TOTAL DE CITAÇÕES | 111 |
| TOTAL COMO AUTOR | 30 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2002 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 5 |
Because -Prefaced Utterances (BPUs) in Child Interaction
With a few notable exceptions (e.g., Li, 2016 ; Kyratzis et al, 1990 , 2010 ), language and social interaction scholarship on the discourse marker because has been scarce since Schiffrin's (1987) . Based on mealtime interaction that involves a child at the age 3 and then 8 in interaction with her parents, this conversation analytic study shows how because-prefaced utterances (BPU) are in part deployed to privilege the child's own knowledge, inter…
Navigating Affiliation and Disaffiliation in the Work of Co-parenting
When ChatGPT can't Chat
Significant advancements in voice chatbots have spurred interest into their role in second language learning (Conium, 2008), particularly their ability to assist in the development of learners' conversation skills in a target language. Many efforts have been made to explore AI's potential to act as conversation partners for language learners. Of central concern is its “naturalness” in such an endeavor (Yang et al., 2022). Despite the importance o…
Presenting a united front at the dinner table
The importance of presenting a united front has long since been an integral part of parenting advice. Despite the wealth of productive research on parent-child interaction, we have very little knowledge of how such a united front is assembled in situ, In the meantime, although few would question the benefit of collaboration, we are still in the process of understanding how collaboration is carried out in the micro-moments of interaction. This art…
Invoking (Dis)Likes at the Dinner Table
Socializing children into proper eating habits often entails a great deal of 'interactional bargaining', a central resource of which comprises food assessments. Based on video recordings of mealtime conversations that involve a 3-year-old child and her parents, the current project further investigates how claims of (dis)likes are differentially deployed by parents and the child in pre-taste and post-taste positions (i.e., before and after tasting…
Conditional granting in Parent-child interaction at mealtimes
Voicing control
Dinner times provide rich opportunities for overt and covert socialization. Drawing upon a larger corpus of 35 video-recorded family meals involving the three-year-old Zoe and her parents, this conversation analytic study describes how Zoe displays such agency through the practice of "voicing control" - momentarily sounding and acting like an adult by performing a range of controlling acts such as leading, instructing, advising, assessing, and me…
Problematizing information-seeking Wh-questions
Crying as a child resource for renegotiating a ‘done deal’
Research on parent–child interaction has described how parents manage child compliance. Less attention has been paid to the resources leveraged by children in this tug-of-war. On the other hand, without any specific focus on children, scholars with an interest in discourse and emotion have begun systematic investigations of crying. Using the methodology of conversation analysis, we focus on a 5-minute crying episode from a video-recorded dinner e…
Going general as a resource for doing advising in post-observation conferences in teacher training
Y. Pan and D. Kádar
Understanding the Sequential Resources for Doing Humor in the Language Classroom
Humor scholars have made great strides in identifying markers of humor such as prosody and laughter as well as the various social functions of humor in both everyday talk and workplace communication. Less research has been devoted to understanding the mechanisms of humor or how humor is done in naturally occurring interaction. Based on videotaped data from adult English-as-a-second-language (ESL) classrooms, we describe a specific set of sequenti…
Managing Control and Connection in an Adult ESL Classroom
Prior work in education, broadly, and in L2 education, more specifically, has documented both the difficulty and importance of integrating conversation into the language classroom, where conversation is both the means and end of language learning. Yet to be described is how the teacher plays an active role in engineering such integration and how he or she navigates a delicate balance between formal classroom talk and more casual conversation. Usi…
Doing Being Playful in the Second Language Classroom
Much work on classroom interaction has been devoted to the IRF or IRE structure as well as pair or group work. Relatively little is known about less “legitimate” moments such as humor or off-task talk, and existing studies on playful interaction have been limited to EFL or foreign language classrooms. Based on 16 hours of videotaped interactions from eight different adult ESL classrooms, I provide a conversation analytic account of how participan…
Explaining vocabulary in the second language classroom
‘How was your weekend?’
Given the cross-cultural differences underlying interactional routines such as ‘How are you?’ or ‘How was your weekend?’, managing such routine inquiries can be problematic for second language learners. Based on data from an adult ESL (English as a second language) class, this conversation analytic study shows how learners develop their competence in mastering the sociopragmatic and pragmalinguistic aspects of certain interactional routines in En…
Managing Stacy
Managing Competing Voices in the Second Language Classroom
Existing literature on classroom discourse has highlighted the relatively constrained nature of turn-taking in the classroom as compared with that in ordinary conversation. Less attention has been paid to understanding how problems intrinsic to the classroom turn-taking machinery are dealt with. Based on 30-hour videotaped data from nine adult classrooms teaching English as a second language, this conversation analytic study details how the “chao…
Any Questions?”
Insofar as effective instruction is contingent upon the degree to which it is tailored to learner understandings in situ, developing a firmer grasp of how understanding‐checks work in the reality of the classroom is integral to educators' knowledge of teacher practices and, ultimately, their ability to implement effective teacher training. The purpose of this article is to produce a detailed account of how yes‐no questions (e.g., “Do you have any…
Doing disaffiliation with now-prefaced utterances
A search for specificity in understanding CA and context
The conversation analytic view of context is often critiqued as being too narrow. In this article, we join the ongoing debate regarding conversation analysis (CA) and context by 1) synthesizing existing scholarly attempts at either conceptualizing or exploring the possibilities of combining CA and ethnography and 2) giving further considerations to whether or how resorting to talk-extrinsic data may be beneficial. We do so by providing four illus…
Learner initiatives and learning opportunities in the language classroom
Scholars and practitioners have increasingly come to recognise the centrality of learner agency in generating learning opportunities. Such agency is most clearly observed in the initiatives that learners take in the language classroom. Despite the importance of learner initiatives, however, a precise and comprehensive understanding of what such initiatives entail remains lacking. Based on a conversation analytic treatment of 160 relevant cases cu…
Moving out of IRF (Initiation‐Response‐Feedback)
A common practice in classroom discourse is the IRF sequence (teacher initiation–student response–teacher feedback; Sinclair & Coulthard, 1975 ; cf. IRE in Mehan, 1979 ). Based on a single case analysis from an adult English as a second language (ESL) class, this article demonstrates how one ESL student manages, in close coordination with the teacher, to move out of a series of uninterrupted IRFs during a homework review activity, establishing in…
Using Explicit Positive Assessment in the Language Classroom
Within the framework of sociocultural theory, learning is conceptualized as participation rather than acquisition ( Donato, 2000 ). Given the governing metaphor of changing participation as learning ( Young & Miller, 2004 ), an important contribution conversation analysis can make to the study of second language acquisition is to detail the instructional practices that either create or inhibit the opportunities for participation ( Lerner, 1995 ),…
Complex advice acceptance as a resource for managing asymmetries
Hutchby (1995: 221) calls advice giving ‘an activity which assumes or establishes an asymmetry between the participants’. The problematic nature of such asymmetry has been convincingly demonstrated by conversation analysts, especially in contexts where advice is uninvited (e.g., Jeerson and Lee 1992). This study turns to a context where advice is expected, but due to competence concerns, asymmetry remains problematic. On the basis of a detailed a…
The multi-functionality of accounts in advice giving1
Accounts have traditionally been understood as explanations designed to exonerate the speaker from an untoward act (e.g. account for lateness) (Scott and Lyman 1968). In this paper, I examine the use of accounts in advice giving, adopting a broader view of accounts as the reasoning provided to bolster the viability of the advice. The data set consists of 15 graduate peer tutoring sessions and a total of 143 advising sequences collected over a per…
Going general as a resource for doing advising in post-observation conferences in teacher training
Moving out of IRF (Initiation‐Response‐Feedback)
A common practice in classroom discourse is the IRF sequence (teacher initiation–student response–teacher feedback; Sinclair & Coulthard, 1975 ; cf. IRE in Mehan, 1979 ). Based on a single case analysis from an adult English as a second language (ESL) class, this article demonstrates how one ESL student manages, in close coordination with the teacher, to move out of a series of uninterrupted IRFs during a homework review activity, establishing in…
Any Questions?”
Insofar as effective instruction is contingent upon the degree to which it is tailored to learner understandings in situ, developing a firmer grasp of how understanding‐checks work in the reality of the classroom is integral to educators' knowledge of teacher practices and, ultimately, their ability to implement effective teacher training. The purpose of this article is to produce a detailed account of how yes‐no questions (e.g., “Do you have any…
Conditional granting in Parent-child interaction at mealtimes
A search for specificity in understanding CA and context
The conversation analytic view of context is often critiqued as being too narrow. In this article, we join the ongoing debate regarding conversation analysis (CA) and context by 1) synthesizing existing scholarly attempts at either conceptualizing or exploring the possibilities of combining CA and ethnography and 2) giving further considerations to whether or how resorting to talk-extrinsic data may be beneficial. We do so by providing four illus…
Also' as a Discourse Marker
The aim of this article is to demonstrate the intricate operation of the adverb `also' in actual interaction at a level of detail that dictionary definitions have failed to capture. Using primarily a conversation analytic framework in examining two data corpora, which include a series of graduate seminar discussions and television roundtable discussions, I argue that the semantic features of `also' are strategically deployed to accomplish complex…
Expressing noncomprehension in a US graduate seminar
Voicing control
Dinner times provide rich opportunities for overt and covert socialization. Drawing upon a larger corpus of 35 video-recorded family meals involving the three-year-old Zoe and her parents, this conversation analytic study describes how Zoe displays such agency through the practice of "voicing control" - momentarily sounding and acting like an adult by performing a range of controlling acts such as leading, instructing, advising, assessing, and me…
Displaying Substantive Recipiency in Seminar Discussion
C. Goodwin (1986) drew attention to the lack of "systematic study of the actions of hearers" (p. 205). Existing literature on recipient behavior has dealt with silence (e.g., Tannen & Saville-Troike, 1985), backchannel actions or continuers (e.g., Duncan & Fiske, 1977; Schegloff, 1982), the organization of repair (e.g., Schegloff, Jefferson, & Sacks, 1977), and the like. The purpose of this article is to describe a specific class of recipient pra…
Presenting a united front at the dinner table
The importance of presenting a united front has long since been an integral part of parenting advice. Despite the wealth of productive research on parent-child interaction, we have very little knowledge of how such a united front is assembled in situ, In the meantime, although few would question the benefit of collaboration, we are still in the process of understanding how collaboration is carried out in the micro-moments of interaction. This art…
Managing Competing Voices in the Second Language Classroom
Existing literature on classroom discourse has highlighted the relatively constrained nature of turn-taking in the classroom as compared with that in ordinary conversation. Less attention has been paid to understanding how problems intrinsic to the classroom turn-taking machinery are dealt with. Based on 30-hour videotaped data from nine adult classrooms teaching English as a second language, this conversation analytic study details how the “chao…
Understanding the Sequential Resources for Doing Humor in the Language Classroom
Humor scholars have made great strides in identifying markers of humor such as prosody and laughter as well as the various social functions of humor in both everyday talk and workplace communication. Less research has been devoted to understanding the mechanisms of humor or how humor is done in naturally occurring interaction. Based on videotaped data from adult English-as-a-second-language (ESL) classrooms, we describe a specific set of sequenti…
Managing Stacy
Doing disaffiliation with now-prefaced utterances
Displaying Substantive Recipiency in Seminar Discussion
C. Goodwin (1986) drew attention to the lack of "systematic study of the actions of hearers" (p. 205). Existing literature on recipient behavior has dealt with silence (e.g., Tannen & Saville-Troike, 1985), backchannel actions or continuers (e.g., Duncan & Fiske, 1977; Schegloff, 1982), the organization of repair (e.g., Schegloff, Jefferson, & Sacks, 1977), and the like. The purpose of this article is to describe a specific class of recipient pra…
Expressing noncomprehension in a US graduate seminar
Also' as a Discourse Marker
The aim of this article is to demonstrate the intricate operation of the adverb `also' in actual interaction at a level of detail that dictionary definitions have failed to capture. Using primarily a conversation analytic framework in examining two data corpora, which include a series of graduate seminar discussions and television roundtable discussions, I argue that the semantic features of `also' are strategically deployed to accomplish complex…
Peer Tutoring in a Graduate Writing Centre
Compared to research on the giving of advice (e.g. Hutchby 1995), relatively less work has been conducted on the receiving or resisting of advice, where the interactionally problematic nature of advising is crystallized (e.g. Heritage and Sefi 1992). Moreover, the notion of advising in education settings has predominantly concerned procedural matters such as planning course schedules (e.g. He 1993). The purpose of this paper is to describe how ad…
Complex advice acceptance as a resource for managing asymmetries
Hutchby (1995: 221) calls advice giving ‘an activity which assumes or establishes an asymmetry between the participants’. The problematic nature of such asymmetry has been convincingly demonstrated by conversation analysts, especially in contexts where advice is uninvited (e.g., Jeerson and Lee 1992). This study turns to a context where advice is expected, but due to competence concerns, asymmetry remains problematic. On the basis of a detailed a…
The multi-functionality of accounts in advice giving1
Accounts have traditionally been understood as explanations designed to exonerate the speaker from an untoward act (e.g. account for lateness) (Scott and Lyman 1968). In this paper, I examine the use of accounts in advice giving, adopting a broader view of accounts as the reasoning provided to bolster the viability of the advice. The data set consists of 15 graduate peer tutoring sessions and a total of 143 advising sequences collected over a per…
Using Explicit Positive Assessment in the Language Classroom
Within the framework of sociocultural theory, learning is conceptualized as participation rather than acquisition ( Donato, 2000 ). Given the governing metaphor of changing participation as learning ( Young & Miller, 2004 ), an important contribution conversation analysis can make to the study of second language acquisition is to detail the instructional practices that either create or inhibit the opportunities for participation ( Lerner, 1995 ),…
Moving out of IRF (Initiation‐Response‐Feedback)
A common practice in classroom discourse is the IRF sequence (teacher initiation–student response–teacher feedback; Sinclair & Coulthard, 1975 ; cf. IRE in Mehan, 1979 ). Based on a single case analysis from an adult English as a second language (ESL) class, this article demonstrates how one ESL student manages, in close coordination with the teacher, to move out of a series of uninterrupted IRFs during a homework review activity, establishing in…
Learner initiatives and learning opportunities in the language classroom
Scholars and practitioners have increasingly come to recognise the centrality of learner agency in generating learning opportunities. Such agency is most clearly observed in the initiatives that learners take in the language classroom. Despite the importance of learner initiatives, however, a precise and comprehensive understanding of what such initiatives entail remains lacking. Based on a conversation analytic treatment of 160 relevant cases cu…
Any Questions?”
Insofar as effective instruction is contingent upon the degree to which it is tailored to learner understandings in situ, developing a firmer grasp of how understanding‐checks work in the reality of the classroom is integral to educators' knowledge of teacher practices and, ultimately, their ability to implement effective teacher training. The purpose of this article is to produce a detailed account of how yes‐no questions (e.g., “Do you have any…
Doing disaffiliation with now-prefaced utterances
A search for specificity in understanding CA and context
The conversation analytic view of context is often critiqued as being too narrow. In this article, we join the ongoing debate regarding conversation analysis (CA) and context by 1) synthesizing existing scholarly attempts at either conceptualizing or exploring the possibilities of combining CA and ethnography and 2) giving further considerations to whether or how resorting to talk-extrinsic data may be beneficial. We do so by providing four illus…
Doing Being Playful in the Second Language Classroom
Much work on classroom interaction has been devoted to the IRF or IRE structure as well as pair or group work. Relatively little is known about less “legitimate” moments such as humor or off-task talk, and existing studies on playful interaction have been limited to EFL or foreign language classrooms. Based on 16 hours of videotaped interactions from eight different adult ESL classrooms, I provide a conversation analytic account of how participan…
Explaining vocabulary in the second language classroom
‘How was your weekend?’
Given the cross-cultural differences underlying interactional routines such as ‘How are you?’ or ‘How was your weekend?’, managing such routine inquiries can be problematic for second language learners. Based on data from an adult ESL (English as a second language) class, this conversation analytic study shows how learners develop their competence in mastering the sociopragmatic and pragmalinguistic aspects of certain interactional routines in En…
Managing Stacy
Managing Competing Voices in the Second Language Classroom
Existing literature on classroom discourse has highlighted the relatively constrained nature of turn-taking in the classroom as compared with that in ordinary conversation. Less attention has been paid to understanding how problems intrinsic to the classroom turn-taking machinery are dealt with. Based on 30-hour videotaped data from nine adult classrooms teaching English as a second language, this conversation analytic study details how the “chao…
Managing Control and Connection in an Adult ESL Classroom
Prior work in education, broadly, and in L2 education, more specifically, has documented both the difficulty and importance of integrating conversation into the language classroom, where conversation is both the means and end of language learning. Yet to be described is how the teacher plays an active role in engineering such integration and how he or she navigates a delicate balance between formal classroom talk and more casual conversation. Usi…
Understanding the Sequential Resources for Doing Humor in the Language Classroom
Humor scholars have made great strides in identifying markers of humor such as prosody and laughter as well as the various social functions of humor in both everyday talk and workplace communication. Less research has been devoted to understanding the mechanisms of humor or how humor is done in naturally occurring interaction. Based on videotaped data from adult English-as-a-second-language (ESL) classrooms, we describe a specific set of sequenti…
Y. Pan and D. Kádar
Crying as a child resource for renegotiating a ‘done deal’
Research on parent–child interaction has described how parents manage child compliance. Less attention has been paid to the resources leveraged by children in this tug-of-war. On the other hand, without any specific focus on children, scholars with an interest in discourse and emotion have begun systematic investigations of crying. Using the methodology of conversation analysis, we focus on a 5-minute crying episode from a video-recorded dinner e…
Going general as a resource for doing advising in post-observation conferences in teacher training
Voicing control
Dinner times provide rich opportunities for overt and covert socialization. Drawing upon a larger corpus of 35 video-recorded family meals involving the three-year-old Zoe and her parents, this conversation analytic study describes how Zoe displays such agency through the practice of "voicing control" - momentarily sounding and acting like an adult by performing a range of controlling acts such as leading, instructing, advising, assessing, and me…
Problematizing information-seeking Wh-questions
Conditional granting in Parent-child interaction at mealtimes
Psychology (28 obras) · Language, Discourse, Communication Strategies (25 obras) · Communication (23 obras) · Conversation (23 obras) · Computer Science (19 obras) · Conversation analysis (19 obras) · Linguistics (18 obras) · Sociology (15 obras) · EFL/ESL Teaching and Learning (14 obras) · Language, Metaphor, and Cognition (13 obras)