Using formulations to manage conflicts in classroom interactions

IF 0.8 0 LANGUAGE & LINGUISTICS

Language and Dialogue Pub Date : 2019-07-12 DOI:10.1075/LD.00038.BAR

Claudio Baraldi

引用次数: 1

Abstract

In classroom interactions, facilitation of children’s autonomous choice of acting (agency) may produce conflicts among children. While facilitation does not have the function of managing these conflicts, it shares some types of action with conflict mediation, one of which is formulation. Formulation elaborates the gist of previous utterances and enhances interlocutors’ actions. This paper provides a qualitative analysis of nine transcribed sequences of interaction, included into five different programs of facilitation. The analysis shows that formulations fulfil two different functions. First (function of mediation), they are designed as developments of the gist of children’s utterances, enhancing stories of cooperation. Second (function of facilitation), they are designed as explications of the gist of children’s utterances, without enhancing cooperative stories.

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运用公式管理课堂互动中的冲突

在课堂互动中，促进儿童自主选择行为（代理）可能会在儿童之间产生冲突。虽然调解不具有管理这些冲突的功能，但它与冲突调解有一些共同的行动类型，其中之一就是制定。公式阐述了先前话语的要点，并增强了对话者的行动。本文对九个转录的相互作用序列进行了定性分析，包括在五个不同的促进程序中。分析表明，配方具有两种不同的功能。首先（调解功能），它们被设计为儿童话语要点的发展，增强合作故事。第二（促进作用），它们被设计为儿童话语要点的解释，而没有增强合作故事。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language and Dialogue LANGUAGE & LINGUISTICS-

CiteScore

1.00

自引率

0.00%

发文量

期刊介绍： In our post-Cartesian times human abilities are regarded as integrated and interacting abilities. Speaking, thinking, perceiving, having emotions need to be studied in interaction. Integration and interaction take place in dialogue. Scholars are called upon to go beyond reductive methods of abstraction and division and to take up the challenge of coming to terms with the complex whole. The conclusions drawn from reasoning about human behaviour in the humanities and social sciences have finally been proven by experiments in the natural sciences, especially neurology and sociobiology. What happens in the black box, can now, at least in part, be made visible. The journal intends to be an explicitly interdisciplinary journal reaching out to any discipline dealing with human abilities on the basis of consilience or the unity of knowledge. It is the challenge of post-Cartesian science to tackle the issue of how body, mind and language are interconnected and dialogically put to action. The journal invites papers which deal with ‘language and dialogue’ as an integrated whole in different languages and cultures and in different areas: everyday, institutional and literary, in theory and in practice, in business, in court, in the media, in politics and academia. In particular the humanities and social sciences are addressed: linguistics, literary studies, pragmatics, dialogue analysis, communication and cultural studies, applied linguistics, business studies, media studies, studies of language and the law, philosophy, psychology, cognitive sciences, sociology, anthropology and others. The journal Language and Dialogue is a peer reviewed journal and associated with the book series Dialogue Studies, edited by Edda Weigand.