Designedly Incomplete Utterances: A Pedagogical Practice for Eliciting Knowledge Displays in Error Correction Sequences
Designedly Incomplete Utterances: A Pedagogical Practice for Eliciting Knowledge Displays in Error Correction Sequences
复制标题
故意不完整的话语：在纠错序列中引出知识显示的教学实践
DOI：
10.1207/s15327973rlsi3503_2
复制
发表时间：
2002
影响因子：
2.7
通讯作者：
Irene Koshik
中科院分区：
文献类型：
--
作者：
Irene Koshik
本文运用会话分析框架，分析了教师在一对一的二语写作会议中引导学生自我纠正书面语言错误的做法。这类话轮不是一个句法问句，也不是一个完整的话轮结构单元，它是用来引导学生展示知识的。它被设计成不完整的，因此被称为故意不完整的话语（DIU）。教师使用由学生自己的话组成的DIU来开始开始他们提示学生完成的回合。几种类型的DIU进行了讨论，显示他们的转身设计是如何与他们正在做的动作。然后将DIU与普通对话中发现的类似做法进行比较（即，单词搜索和预期完成），显示了DIU如何适应这些做法，以完成专门的机构任务。
This article uses a conversation analytic framework to analyze a practice used by teachers in 1-on-1, second-language writing conferences when eliciting self-correction of students' written language errors. This type of turn, used to elicit a knowledge display from the student, is not a syntactic question or even a complete turn constructional unit. It is designed to be incomplete; hence the name designedly incomplete utterance (DIU). The teachers use DIUs made up of the students' own words to begin turns that they are prompting the students to complete. Several types of DIU are discussed, showing how their turn design is related to the action they are being used to do. DIUs are then compared to similar practices found in ordinary conversation (i.e., word searches and anticipatory completions), showing how DIUs are adaptations of these practices to accomplish specialized institutional tasks.