TRA CỨU
  • Bài trích
  • Analyzing Storytelling In TESOL Interview Research /
Tác giả CN Kasper, Gabriele.
Nhan đề Analyzing Storytelling In TESOL Interview Research /Gabriele Kasper and Matthew T. Prior
Thông tin xuất bản 2015
Mô tả vật lý pages 226–255
Tùng thư A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
Tóm tắt Autobiographic research interviews have become an accepted and valued method of qualitative inquiry in TESOL and applied linguistics more broadly. In recent discussions surrounding the epistemological treatment of autobiographic stories, TESOL researchers have increasingly called for more attention to the ways in which stories are embedded in interaction and thus are bound up with the social contexts of their production. This paper advances these efforts by demonstrating an empirically grounded approach to storytelling as interaction. Drawing on the research tradition on storytelling in conversation analysis, the article offers a sample analysis of a story produced in an L2 English interview with an adult immigrant in the United States. By engaging sequential conversation analysis, membership categorization analysis, and occasioned semantics, it examines the interactional practices through which the storyteller and story recipient launch, produce, and end the telling of a story that furthers the purpose of the autobiographic interview. By following closely the participants coordinated actions as they unfold in time, we trace how the parties accomplish the storytelling as an intelligible and meaningful activity through sequence organization and turn design. We conclude with recommendations for extending storytelling research in TESOL to meet the evolving needs and interests of the field.
Đề mục chủ đề English language--Study and teaching--Periodicals
Đề mục chủ đề Ngôn ngữ--Giảng dạy--Học tập--TVĐHHN
Thuật ngữ không kiểm soát TESOL
Thuật ngữ không kiểm soát Interview Research
Tác giả(bs) CN Prior, Matthew T.
Nguồn trích TESOL Quarterly- Volume 49, Issue 2, June 2015.
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24510|aAnalyzing Storytelling In TESOL Interview Research /|cGabriele Kasper and Matthew T. Prior
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300|apages 226–255
3620 |aVol. 49, N.2 (June 2015)
490|aA Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
520|aAutobiographic research interviews have become an accepted and valued method of qualitative inquiry in TESOL and applied linguistics more broadly. In recent discussions surrounding the epistemological treatment of autobiographic stories, TESOL researchers have increasingly called for more attention to the ways in which stories are embedded in interaction and thus are bound up with the social contexts of their production. This paper advances these efforts by demonstrating an empirically grounded approach to storytelling as interaction. Drawing on the research tradition on storytelling in conversation analysis, the article offers a sample analysis of a story produced in an L2 English interview with an adult immigrant in the United States. By engaging sequential conversation analysis, membership categorization analysis, and occasioned semantics, it examines the interactional practices through which the storyteller and story recipient launch, produce, and end the telling of a story that furthers the purpose of the autobiographic interview. By following closely the participants coordinated actions as they unfold in time, we trace how the parties accomplish the storytelling as an intelligible and meaningful activity through sequence organization and turn design. We conclude with recommendations for extending storytelling research in TESOL to meet the evolving needs and interests of the field.
65010|aEnglish language|xStudy and teaching|vPeriodicals
65017|aNgôn ngữ|xGiảng dạy|xHọc tập|2TVĐHHN
6530 |aTESOL
6530 |aInterview Research
7001 |aPrior, Matthew T.
773|tTESOL Quarterly|gVolume 49, Issue 2, June 2015.
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