A conversation analytic study of yes/no questions which convey reversed polarity assertions

By Irene Koshik. 2002

206 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/2ddda0d782609b0e863d4a20309a4a119dab0179

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In Experimental and Cognitive Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

The Cultural Productions of the ESL Student at Tradewinds High : Contingency, Multidirectionality, and Identity in L2 Socialization (2008, background): “Although this may be a ‘real’ yes/no question, it is likely given the context that its polarity is reversed ( Koshik 2002 ).”
Zones of Interactional Transition in ESL Classes (2004, background): “The small body of work that has emerged to date on the social construction of classroom talk has typically used conversation analysis (CA; Koshik, 2002a, 2002b; Markee, 1994, 1995, 2000, 2003, in press-a, in press-b; Mori, 2002; Seedhouse, 1997, 1999) or microethnographic techniques (Lazaraton, 20”
The epistemics of student problems: Explaining mathematics in a multi-lingual class (2012, background): “Koshik (2002) makes the opposite observation and concludes that issues of epistemic access can make questions be understood as assertions.”
Problems in the Research Problem: Critical Feedback and Resistance in Academic Supervision (2009, result): “(For examples in learning-teaching settings, see Hellerman, 2005; Koshik, 2002; McHoul, 1978, 1990; Vehvila ¨ inen, 2001; Waring, 2007b.) It has been suggested that the CA results may have dialogues with the ‘‘member’s theories,’’ such as professional theories (Pera ¨k yla¨ & Vehvila ¨ inen, 2003)”
`Did you have permission to smash your neighbour's door?' Silly questions and their answers in police—suspect interrogations (2008, background): “Relevant to our article are studies of question prefaces and preliminaries (e.g. Schegloff, 1980), yes–no interrogatives in ordinary and legal settings (e.g. Drew, 1992; Heinemann, this issue; Heritage, 2002a; Koshik, 2002b; Raymond, 2003; Woodbury, 1984).”
Questions, questioning, and institutional practices: an introduction (2009, background): “Interrogatively formatted utterances make assertions (Sidnell, in press); perform invitations, requests, corrections, complaints, and challenges (Koshik, 2002; Monzoni, 2008; Pomerantz, 1988); do affiliation and disaffiliation (Steensig and Drew, 2008; Steensig and Larson, 2008); express…”