Negotiating knowledge claims: Students' assertions in classroom interactions

被引:17
作者
Solem, Marit Skarbo [1 ]
机构
[1] Univ Coll Southeast Norway, Fac Humanities Sports & Educ Sci, Dept Languages & Litterature Studies, Postboks 4, N-3199 Borre, Norway
关键词
Assertions; classroom interactions; conversation analysis; epistemics; negotiations; student initiations; ORGANIZATION; INTERROGATIVES; DISPLAYS; SEQUENCES; QUESTION; REPAIR; TALK;
D O I
10.1177/1461445616668072
中图分类号
G2 [信息与知识传播];
学科分类号
05 ; 0503 ;
摘要
This study examines interactional sequences in which students make assertions about topic-relevant matters in classroom interactions. Using a Conversation Analytical approach, I show how the students' knowledge claims lead to negotiations of sequential and epistemic rights to make such claims. Through these negotiations, the students upgrade their epistemic stance by repeating or backing their claims with accounts and providing evidence of them. The teachers' acceptance or rejection of the students' initiatives displays an orientation to the sequential and topical relevance of the information provided by the students. This study contributes to a better understanding of student initiatives in the classroom, a topic that until now has received scarce attention. Additionally, it contributes knowledge about the negotiation of epistemic authority in relation to assertions and their responses, which may have more general implications for the study of talk-in-interaction.
引用
收藏
页码:737 / 757
页数:21
相关论文
共 57 条
[1]  
[Anonymous], 2004, INTERACTIONAL ARCHIT
[2]   Brilliant. next question...: High-grade assessment sequences in the completion of interactional units [J].
Antaki, C ;
Houtkoop-Steenstra, H ;
Rapley, M .
RESEARCH ON LANGUAGE AND SOCIAL INTERACTION, 2000, 33 (03) :235-262
[3]  
AUKRUST VG, 2003, KLASSEROMMETS PRAKSI, V0097
[4]   TOPIC NOMINATION AND TOPIC PURSUIT [J].
BUTTON, G ;
CASEY, N .
HUMAN STUDIES, 1985, 8 (01) :3-55
[5]  
Cazden C.B., 2001, Classroom discourse: The language of teaching and learning, V2nd
[7]  
Drew P., 1992, TALK WORK, P3, DOI DOI 10.2277/0521376335
[8]   Speaking out of turn? Taking the initiative in teacher-fronted classroom interaction [J].
Garton, Sue .
CLASSROOM DISCOURSE, 2012, 3 (01) :29-45
[9]  
Goffman E., 1981, Forms of talk
[10]  
Heinemann T., 2011, The morality of knowledge in conversation, P107