Show that you know – Explanations, interactional identities and epistemic stance-taking in family talk and peer talk
Show that you know – Explanations, interactional identities and epistemic stance-taking in family talk and peer talk
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DOI：
10.1016/j.linged.2014.10.004
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发表时间：
2015-09
影响因子：
1.6
通讯作者：
Miriam Morek
中科院分区：
文献类型：
--
作者：
Miriam Morek
以往的研究指出，学生的分歧访问学术话语的做法校外，而缺乏经验的见解，如何在社区的交流剧目的差异是互动带来的。本研究以解释性话语为切入点，通过分析前青少年家庭话语和同伴话语中的身份认同和认知立场的局部序列协商来探讨这一问题。借鉴微观分析告知会话分析和话语分析，它探讨了如何互动建立本地相关性的解释发生或不发生，并表明，解释者以及知识渊博的立场可以很容易地采用和拒绝的international身份。调查结果表明，对于一些儿童来说，与亲密朋友交谈中的解释性话语与不知道、不相关和无法为他人解释知识的互动披露有关。研究结果表明，能够在课堂谈话中提供解释，也可能是一个问题的认同兼容性方面的学生的校外international经验和身份。
Previous research has pointed to students’ diverging access to academic discourse practices outside school while lacking empirical insights into how such differences in communities’ communicative repertoires are interactionally brought about. Focusing explanatory discourse, the present study addresses this issue by analyzing the local sequential negotiation of interactional identities and epistemic stance-taking in preadolescents’ family talk and peer talk. Drawing on microanalysis informed by conversation analysis and discourse analysis, it examines how interactants establish local relevance for explanations to occur or not occur and demonstrates that the interactional identity of an explainer as well as knowledgeable stances may be readily adopted as well as rejected. Findings demonstrate that for some children, explanatory discourse in talk with intimates is linked to the interactive disclosure of not-knowing, irrelevance and inability to explicate knowledge for others. The findings indicate that being able to provide explanations in classroom talk might also be a question of identificatory compatibility with regard to students’ out-of-school interactional experiences and identities.