On the Place of Linguistic Resources in the Organization of Talk-in-Interaction: Grammar as Action in Prompting a Speaker to Elaborate

By Gene H. Lerner. 2004

146 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/fa912bbcbeb72247783a3a115ee903d31a83510b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Kobin H. Kendrick
2. Galina B. Bolden
3. Numa Markee
4. Geoffrey Raymond
5. J. Hall
6. Daniel M. K. Lam

In Language and Linguistics

1. J. Hall
2. Kobin H. Kendrick
3. Galina B. Bolden
4. Numa Markee
5. Geoffrey Raymond
6. Daniel M. K. Lam
7. Hansun Zhang Waring
8. Olcay Sert

In Human-Computer Interaction

1. Galina B. Bolden
2. Kobin H. Kendrick
3. Numa Markee
4. Geoffrey Raymond
5. J. Hall

Citations in the corpus

• Other-initiated repair in English (2015, background): “A second operation that speakers use to produce candidate understandings is continuation, also referred to as incrementing, through which a next speaker proffers a turn component that continues the grammatical structure of the trouble-source turn (Sacks, 1992a, p. 660-663; Schegloff, 1997, p. 511; L”
• Toward a Learning Behavior Tracking Methodology for CA-for-SLA (2007, background): “…of interactional import and reactivity, recipient design, moment-to-moment recalibration, reorganization and recompletion, and to interactional co-construction’ (Schegloff 1996: 55–6; see also Goodwin 1979; Hayashi 2003, 2004; Lerner 1991, 1996, 2004; Schegloff 2000; Taleghani-Nikazm 2006).”
• ‘Articulating the unsaid’ via and-prefaced formulations of others’ talk (2010, methodology): “There are a number of documented ways in which recipients may indicate that the turn-so-far is not response-ready or incomplete, including ‘continuers’ (Schegloff, 1982) and ‘increment elicitors’ (Lerner, 2004).”
• Prompting Action: The Stand-Alone "So" in Ordinary Conversation (2004, methodology): “…of talk, and these“first line”methods revealaproblemofunderstandingrather thana confirmation of it, participants can draw on ancillary methods, such as repair (Schegloff, 1992b, 1997; Schegloff, Jefferson, & Sacks, 1977), and other practices for managing their difficulties (cf. also Lerner, 2004).”
• Redressing the Roles of Correction and Repair in Research on Second and Foreign Language Learning. (2007, background): “It should be noted that, although the devices just mentioned are regularly used as repair tools to initiate and fix troubles in talk, they can also accomplish other actions depending on the interactional circumstances of their use (Lerner, 2004; Schegloff, 1997).”