Identifying and addressing equivocal trouble in understanding within classroom interaction
Bibliographic Data
| ID | 5965601 |
|---|---|
| Authors | Ekberg (0000-0001-8837-7440, Queensland University of Technology, corresponding author), Stuart Ekberg, Danby (0000-0002-1944-7043, Queensland University of Technology), Susan Danby, C Davidson (0000-0003-2333-2924, Charles Sturt University), Karen Thorpe (0000-0001-8927-4064, Queensland University of Technology), Karen J Thorpe (Queensland University of Technology) |
| Year | 2016 |
| Volume | 18 |
| Issue | 1 |
| Pages | 3-24 |
| Publication date | 2016-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discourse Studies (JOURNAL) |
| Journal identifiers | ISSN: 1461-4456 • E-ISSN: 1461-7080 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/1461445615613178 |
| OpenAlex | W2344941121 |
| Language | EN |
| Citations received | 2 |
| References cited | 44 |
Maintaining intersubjectivity is crucial for accomplishing coordinated social action. Although conversational repair is a recognised defence of intersubjectivity and routinely used to address ostensible sources of trouble in social interaction, it is less clear how people address more equivocal trouble. This study uses conversation analysis to examine preschool classroom interaction, focusing on practices used to identify and address such trouble. Repair is found to be a recurrent frontline practice for addressing equivocal trouble, occasioning space for further information that might enable identifying a specific trouble source. Where further information is forthcoming, a range of strategies are subsequently employed to address the trouble. Where this is not possible or does not succeed, a secondary option is to progress a broader activity-in-progress. This allows for the possibility of another opportunity to identify and address the trouble. Given that misunderstandings can jeopardise interactants’ ability to mutually accomplish courses of action, these practices defend intersubjectivity against the threat of equivocal trouble
Conversation · Conversation analysis · Internet privacy · Intersubjectivity · Political science · Public relations · Social science · Sociology · Communication · Computer Science · Discourse Analysis in Language Studies · Language, Discourse, Communication Strategies · Language, Metaphor, and Cognition · Psychology · Social Psychology
Text in context
The Handbook of Conversation Analysis
Garfinkel and Ethnomethodology
Talk at work
Appendix B. On "Understanding" in the Analysis of Natural Conversation
Prosody as an activity-type distinctive cue in conversation
Studies in Social Interaction
Antonyms in children's and child-directed speech
Garfinkel and Ethnomethodology
Learning Lessons
Whose Text? Whose Context
Using Full Repeats to Initiate Repair on Others’ Questions
Displays of Epistemic Access
Analyzing Single Episodes of Interaction
Conversational Organization and Its Development
Hugh Mehan’s Learning Lessons Reconsidered
Why do you ask
The Epistemic Engine
Practices and actions
The Very Coinage of Your Brain
Reality Analysis in a Classroom Storytelling
Opening up Closings
Grammar and Social Organization
Some sources of misunderstanding in talk-in-interaction
Taxonomies are for talking
Understanding understanding as an instructional matter
Towards an analysis of discourse
Addressing a source of trouble outside of the repair space
The organization of repair in classroom talk
The relevance of repair for classroom correction
A preference for progressivity in interaction
The Preference for Self-Correction in the Organization of Repair in Conversation
The organization of turns at formal talk in the classroom
Managing Counterinformings
Repair After Next Turn
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,4 |
| Citation span | 2021 - 2023 (3) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |