Social order in child communication : a study in microethnography
Author(s)
Bibliographic Information
Social order in child communication : a study in microethnography
(Pragmatics & beyond : an interdisciplinary series of language studies, IV:8)
J. Benjamins, 1983
- : European
- : U.S.
Available at 30 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Bibliography: p. [119]-130
Description and Table of Contents
Description
'Context' is a concept for linguistic analysis which has rarely been subjected to close empirical scrutiny. This volume presents an attempt to investigate in microscopic detail various processes of contextualization by which children organize their interaction 'frame by frame', achieve, sustain, and embody their working consensus on what it is that they are doing together, and thereby situate their linguistic activities. Microethnography comprises research methods of context analysis, ethnography, and conversational analysis and seeks to locate phenomena of social order in both verbal and nonverbal behavior.
Table of Contents
- 1. Acknowledgments
- 2. 0. Introduction
- 3. 1. Beyond Pragmatics: The Behavioral Organization of Talk
- 4. 2. The Emergence of Microethnography
- 5. 3. Peer-Group Interaction
- 6. 4. The Study: Materials and Guiding Questions
- 7. 5. Spatial Organization and the Formation of Coalitions
- 8. 5.1. Incidents of the formation of gender coalitions
- 9. 5.2. The structure of the territory
- 10. 5.3. Leave-taking
- 11. 6. Negotiating the Plan of the Encounter
- 12. 6.1. Reconstructing participants' plans
- 13. 6.2. The notation of plans
- 14. 6.3. Carolyn's peer teaching
- 15. 6.4. Wallace's peer teaching
- 16. 6.5. Leola's peer teaching
- 17. 7. Frames, Attention Patterns, and States of Talk
- 18. 7.1. Frames
- 19. 7.2. States of talk, attention and participation structures
- 20. 7.3. Frames and states of talk in the peer teaching episodes
- 21. 8. Frames and Normative Order
- 22. 9. Conclusion
- 23. References
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