The organization of repair in classroom talk
The organization of repair in classroom talk
复制标题
课堂谈话修复的组织
作者：
A. Mchoul
这篇文章是对组织形式的对话分析研究，这种组织形式允许课堂话语的特定项目-单词，短语，直到谈话中的整个回合-被后续项目改变。这篇文章的核心是对自我纠正和他人纠正的分析区分，即在最初项目的说话者（“麻烦来源”）进行纠正的修复序列和由她或他的对话者之一进行纠正的实例之间（参见Jefferson 1974； Schegloff et al. 1977）。课堂案例在分析上很有趣，不仅因为它本身，也因为研究推测，在成人与儿童的谈话中，他人纠正应该比在其他类型的谈话中更频繁。然而，为了对课堂的特殊性提供一个敏感的问题分析，有必要不仅关注纠正，而且关注发生纠正的更大的修复轨迹。这些轨迹包括修正加上它们先前的起始点，后者意味着说话者标出一些需要修正的项目。一旦教师和学生的社会身份被映射到自我和其他形式的启蒙和纠正，就有可能沿着修复的总轴辨别课堂话语的一些结构偏好。这些材料取自澳大利亚高中的地理课程。（修复与纠正、问答、提示、扩展序列、调整、课堂话语、日常语言使用、澳大利亚英语、会话分析、教育社会学）
ABSTRACT This article is a conversation-analytic investigation of the forms of organization that allow specific items of classroom discourse – words, phrases, up to whole turns at talk – to be altered by subsequent items. Central to the article is an analytic distinction between self-correction and other-correction, that is, between repair sequences in which the speaker of the initial item (the “trouble source”) makes the correction and instances in which this is performed by one of her or his interlocutors (cf. Jefferson 1974; Schegloff et al. 1977). The classroom case is analytically interesting both for its own sake and also on account of research speculations that other-correction should be more frequent in adult-child talk than in other genres of conversation. However, in order to provide an analysis of the problem sensitive to the particularities of the classroom, it is necessary to look not merely at corrections, but at the larger repair trajectories in which they occur. These trajectories consist of corrections plus their prior initiations, the latter being means by which speakers mark out some item as requiring correction. Once the social identities of teacher and student are mapped against self-and other-forms of initiation and correction, it is possible to discern some of the structural preferences of classroom discourse along the general axis of repair. The materials are taken from geography lessons in Australian high school classrooms. (Repair and correction, question and answer, clue-giving, expansion sequences, modulation, classroom discourse, everyday language use, Australian English, conversation analysis, sociology of education)