Asking questions... getting answers
A sociopragmatic approach to vocational training interaction
Bibliographic Data
| ID | 21200860 |
|---|---|
| Authors | Laurent Filliettaz (0000-0002-4353-4227, University of Geneva, corresponding author) |
| Year | 2011 |
| Volume | 2 |
| Issue | 2 |
| Pages | 234-259 |
| Publication date | 2011-10-21 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Pragmatics and Society (JOURNAL) |
| Journal identifiers | ISSN: 1878-9714 • E-ISSN: 1878-9722 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/ps.2.2.06fil |
| OpenAlex | W2066525163 |
| Language | EN |
| Citations received | 9 |
| References cited | 14 |
Adopting a sociopragmatic and interactional perspective, the paper proposes to investigate how apprentices engage in questioning practices and how trainers respond to these questions. A detailed empirical analysis of audio/video data collected in the context of Swiss training companies establishes that answers provided by trainers in response to questions do not constitute the dominant form of questioning work observed. Alternative interactional patterns that stress the tensions connected with questioning in the workplace context and the complexity of the social practices associated with workplace learning are identified and described. These findings illuminate the challenges faced by apprentices when joining the workplace and underscore the importance of a sociopragmatic perspective in addressing social issues related to initial vocational education
Apprenticeship · Linguistics · Pedagogy · Political science · Public relations · Sociology · Vocational education · Computer Science · EFL/ESL Teaching and Learning · Innovative Education and Learning Practices · Language, Discourse, Communication Strategies · Psychology
Affording learning environments in workplace contexts
Relation tutorale et configurations de participation à l’interaction
Relações de discurso e completude monológica
Former à « prendre sa place » dans une équipe du travail social
Recruiting help in everyday research work
Creating space for students' concerns
Por Uma Caracterização Dos Constituintes Textuais Desgarrados Como Comentários Parentéticos À Luz De Uma Perspectiva Modular Da Organização Do Discurso
La formation professionnelle, un point aveugle de la linguistique sociale
Vous pouvez rincer . » Les moments pédagogiques entre formateurs et apprentis dans les salons de coiffure
Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social–emotional role, and the classroom goal structure.
The Role of Tutoring in Problem Solving
Encounters
Frame analysis
The Presentation of Self in Everyday Life
Social Influences on the Development of Children's Adaptive Help Seeking
Learning to ask questions
Are there any questions? one teacher’s view of students and their questions in a fourth-grade classroom
Hugh Mehan’s Learning Lessons Reconsidered
The form and function of questions in informal dyadic conversation
Prosody in conversational questions
Why there are no guarantees for interrogators
Action and embodiment within situated human interaction
A Simplest Systematics for the Organization of Turn-Taking for Conversation
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,69 |
| Citation span | 2013 - 2025 (13) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |