Asking different types of polar questions
The interplay between turn, sequence, and context in writing conferences
Bibliographic Data
| ID | 7750769 |
|---|---|
| Authors | I Park (0000-0002-5950-9122, University of California, Los Angeles, corresponding author) |
| Year | 2012 |
| Volume | 14 |
| Issue | 5 |
| Pages | 613-633 |
| Publication date | 2012-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discourse Studies (JOURNAL) |
| Journal identifiers | ISSN: 1461-4456 • E-ISSN: 1461-7080 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1461445612454077 |
| OpenAlex | W2320250636 |
| Language | EN |
| Citations received | 14 |
| References cited | 26 |
Using video recordings of one-on-one writing conferences as data, this conversation analytic study provides a sequential analysis of student-initiated question–answer sequences and demonstrates that the building of social interaction is contingent upon the composition of a turn as well as its position in the larger sequence. In particular, the article focuses on the distinct sequential environments in which students use yes/no interrogatives and yes/no declaratives. In the context of writing conference, the epistemic asymmetry between the participants is made relevant throughout the session; in general, the teacher is in a more knowledgeable position, whereas the student is in a less knowledgeable position concerning writing practices. Nonetheless, students invoke a different degree of knowledge gap between the participants by using different forms of polar questions. This article illustrates how students convey their epistemic positions with different syntactic structures and how such distinct positions are ratified in the unfolding sequence. The analysis of this study contributes to finding new aspects of question–answer sequences and pedagogical practices
Conversation · Conversation analysis · Interrogative word · Linguistics · Turn-taking · Communication · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology · Artificial Intelligence
Writing-in-interaction
Gaining access to another participant’s writing in the classroom
Teachers’ responses in student-initiated question sequences during between-desk interactions in EFL project work
Student writing in higher education
Confirmation or Elaboration
Word search sequences in teacher-student interaction in an English as medium of instruction context
Okay as a content word
Training Methods of Listening-Based Journalistic Questioning
Talk, Text, and Tasks in Student-Initiated Instructional Interaction
The Role of Web‐Based Writing Software in Negotiation for Meaning Within Collaborative Writing‐In‐Interaction
Seeking advice
Inquiries of the body
Becoming an ‘autonomous writer
Requests
He-said-she-said
Beyond Rhetorical Questions
The News Interview
On the Preferences for Agreement and Contiguity in Sequences in Conversation
A Comprehensive grammar of the English language
Talk at work
Sequence Organization in Interaction
Evaluative Advice in Educational Counseling
Prompting Action
Active Listening
Epistemics in Action
Why do you ask
Avoiding Providing Solutions
Introduction
Questions of accountability
Politeness
Transitional regularities for 'casual' "Okay" usages
Grammar and Social Organization
The form and function of questions in informal dyadic conversation
A Simplest Systematics for the Organization of Turn-Taking for Conversation
Transformative answers
A preference for progressivity in interaction
Therapeutic Discourse
| Unique citing works | 14 |
|---|---|
| Citations per year | 1 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |