Designedly Incomplete Utterances: A Pedagogical Practice for Eliciting Knowledge Displays in Error Correction Sequences

By Irene Koshik. 2002

417 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/b9076b655306c1c81a7cc29bfc7779fcd9d2a3e8

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In Experimental and Cognitive Psychology

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Citations in the corpus

Emotions in Organizations (2009, background): “The shift to a collective footing (Díaz, Antaki, & Collins, 1996) is also marked by the use of a “designedly incomplete utterance” (see Koshik, 2002) as it invites the others to coparticipate in the production of the talk.”
LEARNING AS CHANGING PARTICIPATION: DISCOURSE ROLES IN ESL WRITING CONFERENCES (2004, background): “Koshik (2002) has called the kind of utterance that the instructor produced “a designedly incomplete utterance,” or DIU, and noted that these utterances are designedly incomplete in order to position students’ responses as the completers.”
Toward a Learning Behavior Tracking Methodology for CA-for-SLA (2007, positive): “This repair initiation is done as what Koshik (2002) calls a ‘designedly incomplete utterance’ (DIU).”
CONCEPTUALISING CLASSROOM INTERACTIONAL COMPETENCE (2012, background): “His findings showed that using resources like Designedly Incomplete Utterances (Koshik, 2002) and embodied vocabulary explanations subsequent to a CIK are interactional resources that contribute to our understanding of CIC.”
Displays of Epistemic Access: Student Responses to Teacher Explanations (2010, background): “have been investigated, both in educational contexts (Hellermann, 2008; Koschmann, Glenn, & Conlee, 2000; Koshik, 2002; LeBaron & Koschmann, 2003) and elsewhere, but not so much in relation to each other.”
`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).”
The Embodied Turn in Research on Language and Social Interaction (2015, background): “One possibility is to describe embodiment in silence but not indicate its actual timing and duration, leaving unclear when embodiment really begins or ends (e.g., Barnes, 2011; Brun-Cottan, 1990; Koshik, 2002; Luff & Heath, 2002; Peräkylä, 2002; Szczepek Reed et al., 2013; Wootton, 2007).”
The interactional management of claims of insufficient knowledge in English language classrooms (2013, methodology): “One type of elicitation technique as an efficient teacher initiation in L2 classrooms was found to be DIUs by Koshik (2002). Margutti (2010)”
Redressing the Roles of Correction and Repair in Research on Second and Foreign Language Learning. (2007, background): “noticeable increase in such interest (e.g., Buckwalter, 2001; Hamilton, 2004; He, 2004; Jung, 1999; Kasper, 2004; Koshik, 2002; Liebscher & DaileyO'Cain, 2003; Markee, 2000, 2004; Mori, 2002, 2004; Seedhouse, 1999, 2004; Shonerd, 1994; Smartt & Scudder, 2004).”
The Achievement of Intersubjectivity through Embodied Completions: A Study of Interactions Between First and Second Language Speakers (2006, background): “4 The practice observed in this study may remind some readers of ‘designedly incomplete utterances (DIUs)’ discussed by Koshik (2002).”