Yes–No Questions in the Third-Turn Position: Pedagogical Discourse Processes
Yes–No Questions in the Third-Turn Position: Pedagogical Discourse Processes
复制标题
第三轮位置中的是或否问题：教学话语过程
DOI：
10.1080/01638530701739215
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发表时间：
2008
影响因子：
2.2
通讯作者：
Yo
中科院分区：
文献类型：
--
作者：
Yo
是-否(Y/N)问题在要求两极反应方面是独一无二的。有些Y/N问题倾向于一个答案而不是另一个答案。会话分析者考察了这种倾向的顺序关联性，并发现Y/N提问过程中社会行为的制度性特征。课堂互动就是这样一种情景，在这种情景中，Y/N问题的使用显示了教师独特的工作实践。特别值得注意的是Y/N疑问句在三个话轮序列中是如何位于第三个话轮位置的。这项研究基于美国大学36小时的英语作为第二语言课程的转录数据，证明Y/N问题被用来将已经在房间里的口译资源引向视线，以便学生识别。课堂教师的这项临时工作的核心是，以前的序列被视为与当前序列中执行的动作相关的方式。
Yes–No (Y/N) questions are distinctive in calling for a bipolar response. Some Y/N questions predispose one answer over the other. Conversation analysts have examined the sequential relevance of this predisposition and found the institutional character of social actions enacted in Y/N questioning processes. Classroom interaction is one such setting in which the use of Y/N questions displays distinctive work practices by teachers. Particularly notable is how Y/N questions are located in the third-turn position in the three-turn sequence. Based on transcribed data selected from 36 hours of English as a Second Language sessions at U.S. universities, this study demonstrates that Y/N questions are used for pulling into view interpretive resources that are already in the room for students to recognize. At the heart of this contingent work by the classroom teacher is the way in which prior sequences are treated as relevant to the actions being performed in the current sequence.