The Interactional Organization of Academic Talk

Office hour consultations

| European University of Flensburg
HardboundAvailable
ISBN 9789027256027 | EUR 99.00 | USD 149.00
 
e-Book
ISBN 9789027287854 | EUR 99.00 | USD 149.00
 
This book provides interesting and critical insights into a common university practice, the academic office hour. Office hours are a discursive site for a variety of different issues, ranging from administrative matters to course-related and study-related concerns. The study offers both an ethnographic account of this speech event within the socio-cultural context of a German university as well as a more detailed analysis of the interactional organization of academic consultations. It draws on natural recordings of entire office hour interactions in order to show how participants’ actions at different stages of the talk organize and accomplish the consultation. The analytical focus is set on the sequential activities teachers and students engage in as they conduct a consultation. This includes, for instance, how participants open an office hour talk, how they establish an agenda, how they manage advice-giving, and how they close the consultation. As such, this book will be of practical use to students and faculty members as well as scholars from different disciplines who work in the areas of institutional talk and talk-in-interaction.
[Pragmatics & Beyond New Series, 198]  2010.  xiv, 397 pp.
Publishing status: Available
Table of Contents
List of tables
xi
List of figures
xi
Transcript notations
xii–xiii
Acknowledgments
xiv
Chapter 1. Introduction
1–14
Chapter 2. Office hours in a theoretical context: Organization and institutional foundation
15–58
Chapter 3. Methodological framework and research design
59–82
Chapter 4. Office hour openings
83–136
Chapter 5. The agenda: Co-constructing the academic concern
137–192
Chapter 6. The body of the consultation
193–236
Chapter 7. Advice-giving in office hours
237–300
Chapter 8. Closing the consultation
301–342
Chapter 9. Conclusion
343–366
References
367–384
Appendix. Sample transcript
385–394
Index
395–397
“In the past the large part of literature on academic talk and discourse focused on the context of classroom interaction or the written product of our academic endeavors. Instead, in this book on the interactional organization of academic talk, Holger Limberg gives center stage to the important activity of ‘academic office hours’ – a practice that many academics engage in on a weekly or even daily basis, having formed practices of their own. Following a conversation analytic approach, Limberg conducts a thorough and exemplary bottom up analysis of a corpus of 47 video-taped office hours in English departments at two German universities. This careful study of talk-in-interaction demonstrates the complexity of a practice that forms a ‘formally organized and institutionally situated event.’ True to an ethnographic conversation analytical approach, Limberg focuses on the different phases of academic office hours to investigate how the participants interactionally organize talk and orient towards the event as a form of institutional practice. He studies these events in their entirety, looking at the opening and closing phases, the body of the interaction, advice episodes and the co-construction of the academic concerns. This book is a welcome addition to the studies on academic talk-in-interaction and an inspiring example of a large scale conversation analytic study, which will be of interest to the research community from an academic as well as an applied point of view.”
“This monograph is engaging both theoretically and practically, offering insightful analyses of talk-in-interaction in academic office hours. It provides an excellent example of how practitioners of discourse analysis can meaningfully address important topics relevant to the daily lives of those around them.”
“The volume should be particularly useful for faculty members as well as scholars from different disciplines who work in the areas of institutional talk and talk-in-interaction. In addition, it should serve as essential reading for graduate level courses on discourse analysis of instructional talk. Junior faculty members who do not have much experience of holding office hours would also benefit from this first booklength treatment of office hours. Given the fact that no other large-scale corpus of office hours has been transcribed and analyzed based on the conversation analysis framework in the way that Limberg did, Limberg’s groundbreaking work provides a much-needed model in the detailed exploration of spoken corpora of academic office hours.”
“Limberg provides an excellent discussion of how the interaction during an office hour consultation unfolds, and this book serves as a useful example of how to perform such an analysis.”
“The Interactional Organization of Academic Talk: Office Hour Consultations" provides interesting and critical insight into the genre of office hour consultations. It is of both theoretical and practical importance for teachers, students, and researchers who study talk-in-interaction. Theoretically, due to the fact that a great deal of research has focused on written academic discourse or on spoken discourse in the classroom, the book has filled a gap and opened avenues to studying the non-teaching environment. [...]
Practically, this book is beneficial to all teachers and students who interact with each other face to face in the daily routine of university life. For students, the study will serve as a guide to seeking advice and receiving information from professors, instructors and tutors. Also, teachers can use it to assist them in going about informing, socializing and advising students about general academic concerns, specifically during office hour consultations. All in all, this book, which is the first on office hour consultations, is worth reading for its theoretical and practical merits. There are multiple reasons why the book can be recommended to a range of readers. It not only can serve as a course and reference book for students and researchers interested in the subject, but also sets the scene for further studies on academic talk.”
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Chevalier, Fabienne H.G. & John Moore
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Kern, Friederike & Björn Stövesand
2019.  In Studentische Praxis und universitäre Interaktionskultur [Studien zur Schul- und Bildungsforschung, 69],  pp. 89 ff. Crossref logo
Limberg, Holger
2019.  In Studentische Praxis und universitäre Interaktionskultur [Studien zur Schul- und Bildungsforschung, 69],  pp. 143 ff. Crossref logo
MacArthur, Fiona
2016.  In Yearbook of Corpus Linguistics and Pragmatics 2016 [Yearbook of Corpus Linguistics and Pragmatics, ],  pp. 153 ff. Crossref logo
Park, Innhwa
2014. Stepwise advice negotiation in writing center peer tutoring. Language and Education 28:4  pp. 362 ff. Crossref logo
Park, Innhwa
2017. Questioning as advice resistance: writing tutorial interactions with L2 writers. Classroom Discourse 8:3  pp. 253 ff. Crossref logo
Renkema, Jan & Christoph Schubert
2018.  In Introduction to Discourse Studies, Crossref logo
Tyagunova, Tanya
2019.  In Studentische Praxis und universitäre Interaktionskultur [Studien zur Schul- und Bildungsforschung, 69],  pp. 1 ff. Crossref logo
Youn, Soo Jung
2020. Interactional Features of L2 Pragmatic Interaction in Role‐Play Speaking Assessment. TESOL Quarterly 54:1  pp. 201 ff. Crossref logo
Zhang Waring, Hansun, Elizabeth Reddington, Di Yu & Ignasi Clemente
2018. Going general: Responding to yes–no questions in informational webinars for prospective grant applicants. Discourse & Communication 12:3  pp. 307 ff. Crossref logo

This list is based on CrossRef data as of 06 november 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects
BIC Subject: CFG – Semantics, Pragmatics, Discourse Analysis
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2010022704 | Marc record