Negotiating Competence with Multiple-Yeah in Academic Contexts
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Previous work on “yeah” has shown that it can be used as a continuer, to claim agreement (Schegloff 1982), to indicate speakership incipiency (Jefferson 1993), or to withhold treating the prior as informative (Heritage 1984). On the other hand, Stivers (2004) has shown that multiple sayings (e.g., “No no no,” “wait wait wait,” etc.) are used to express one's stance that the prior speaker has persisted unnecessarily and should properly halt his/her course of action. Using the methodology of conversation analysis, the current paper extends this body of research by accounting for the use of multiple-yeah in academic contexts, and in particular, its use as a resource for managing competence negotiation in graduate peer-tutoring and graduate seminar discussions. Findings of this study also contribute to the work on talk and identity, and in particular, on competence negotiation in academic settings.
Abstract
Previous work on “yeah” has shown that it can be used as a continuer, to claim agreement (Schegloff 1982), to indicate speakership incipiency (Jefferson 1993), or to withhold treating the prior as informative (Heritage 1984). On the other hand, Stivers (2004) has shown that multiple sayings (e.g., “No no no,” “wait wait wait,” etc.) are used to express one's stance that the prior speaker has persisted unnecessarily and should properly halt his/her course of action. Using the methodology of conversation analysis, the current paper extends this body of research by accounting for the use of multiple-yeah in academic contexts, and in particular, its use as a resource for managing competence negotiation in graduate peer-tutoring and graduate seminar discussions. Findings of this study also contribute to the work on talk and identity, and in particular, on competence negotiation in academic settings.
참고문헌 (28)
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