This chapter argues that local actions and interactions can be viewed as the components of larger interactional projects, such as instructions. The paper presents the regularly occurring component actions of music masterclass instructions, and details how they are locally negotiated on each occasion. Instructions are shown to be relevant units of interaction, as participants clearly orient to their initiation, implementation and closure. This type of analysis is put forward as a more meaningful approach to studying interaction than a concern over linguistic or other discipline-specific units and their form.
2022. “Abbiamo detto con te no che tu hai ta da di da dim (Moves Right Hand on the Beat)”—The Interplay of Semiotic Modes in Chamber Music Lessons Under a Multimodal and Interactional Perspective. Frontiers in Communication 7
Reed, Beatrice Szczepek
2023. Designing Talk for Humans and Horses: Prosody as a Resource for Parallel Recipient Design. Research on Language and Social Interaction 56:2 ► pp. 89 ff.
Szczepek Reed, Beatrice
2021. Singing and the body: body-focused and concept-focused vocal instruction. Linguistics Vanguard 7:s4
Reed, Darren
2019. Assessments in Transition: Coordinating Participation Framework Transitions in Institutional Settings. In Embodied Activities in Face-to-face and Mediated Settings, ► pp. 299 ff.
Reed, Darren J.
2020. Touch and talk: detailing embodied experience in the music masterclass. Social Semiotics 30:5 ► pp. 625 ff.
Walper, Katherina, Darren Reed & Heather Marsden
2023. Designedly incomplete elicitations: teachers’ multimodal practices to mobilise student-next action in Chilean secondary EFL classrooms. Classroom Discourse 14:1 ► pp. 24 ff.
This list is based on CrossRef data as of 24 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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