Producing Text through Talk: Question-answering Activity in Classroom Peer Groups
Linguistics and Education(2003)
摘要
This conversation-analytic study examines how students in peer groups interact and organize their own literacy learning activity to accomplish written question-answering tasks based on their reading of a story. Written question-answering tasks, especially those designed for literacy learning, require students to answer questions as an academic task—to “do answering.” A turn-by-turn analysis of the students’ talk-in-interaction shows that for the students examined in this study, “doing answering” involves two sub-activities. One sub-activity, question-answering, is to produce a substantive answer to the question as one would do in ordinary conversation. Then to fulfill the requirements of the written task, a second sub-activity, answer-framing, involves moving the answer from its conversationally-framed grammar to a written grammatical frame. The findings reveal the various methods or patterned ways in which the question-answering and answer-framing sub-activities are accomplished through the students’ peer group talk-in-interaction.
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关键词
turn by turn,question answering
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