Inclusive third-turn repeats: managing or constraining students’ epistemic status?

References

• Drake, V., A. Golato, and P. Golato. 2021. “How a Terminal Tag Can Display Epistemic Stance and Constrain Responses: The Case of Oder Nicht in German.” Research on Language and Social Interaction 54 (3): 319–336. doi:10.1080/08351813.2021.1940051.
   Web of Science ®Google Scholar
• Drew, P., and J. Heritage, ed. 1992. Talk at Work: Interaction in Institutional Settings. New York: Cambridge University Press.
   Google Scholar
• Duran, D., and C. Jacknick. 2020. “Teacher Response Pursuits in Whole Class Post-Task Discussions.” Linguistics and Education 56: 1–13. doi:10.1016/j.linged.2020.100808.
   Web of Science ®Google Scholar
• Endo, T. 2018. “The Japanese Change-of-State Tokens a and aa in Responsive Units.” Journal of Pragmatics 123: 151–166. doi:10.1016/J.PRAGMA.2017.06.010.
   Web of Science ®Google Scholar
• Goffman, E. 1956. “Embarrassment and Social Organization.” In Interaction Ritual: Essays on Face-To-Face Behavior, edited by E. Goffman, 97–112. Garden City, NY: Penguin.
   Google Scholar
• Goodwin, C. 1979. “The Interactive Construction of a Sentence in Natural Conversation.” In Everyday Language: Studies in Ethnomethodology, edited by G. Psathas, 97–121. New York: Irvington Publishers.
   Google Scholar
• Hayano, K. 2011. “Claiming Epistemic Primacy: Yo-Marked Assessments in Japanese.” In The Morality of Knowledge in Conversation, edited by T. Stivers, L. Mondada, and J. Steensig, 58–81. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Hayano, K. 2017. “When (Not) to Claim Epistemic Independence: The Use of Ne and Yone in Japanese Conversation.” East Asian Pragmatics 22 (2): 163–193. doi:10.1558/eap.34740.
   Google Scholar
• Hayashi, M. 2012. “Claiming Uncertainty in Recollection: A Study of Kke-Marked Utterances in Japanese Conversation.” Discourse Processes 49 (5): 391–425. doi:10.1080/0163853X.2012.673845.
   Web of Science ®Google Scholar
• Heller, V. 2017. “Managing Knowledge Claims in Classroom Discourse: The Public Construction of a Homogeneous Epistemic Status.” Classroom Discourse 8 (2): 156–174. doi:10.1080/19463014.2017.1328699.
   Web of Science ®Google Scholar
• Hellermann, J. 2003. “The Interactive Work of Prosody in the IRF Exchange: Teacher Repetition in Feedback Moves.” Language in Society 32 (1): 79–104. doi:10.1017/S0047404503321049.
   Web of Science ®Google Scholar
• Heritage, J. 2012. “Epistemics in Action: Action Formation and Territories of Knowledge.” Research on Language and Social Interaction 45 (1): 1–29. doi:10.1080/08351813.2012.646684.
   Web of Science ®Google Scholar
• Heritage, J., and C. Raymond. 2021. “Preference and Polarity: Epistemic Stance in Question Design.” Research on Language and Social Interaction 54 (1): 39–59. doi:10.1080/08351813.2020.1864155.
   Web of Science ®Google Scholar
• Ishino, M. 2017. “Subversive Questions for Classroom Turn-Taking Traffic Management.” Journal of Pragmatics 117: 41–57. doi:10.1016/j.pragma.2017.05.011.
   Web of Science ®Google Scholar
• Ishino, M. 2020. “Kyōshitsu no naka no kyōshi no `kenryoku-sei’ saikō [Re-Examining Teachers’ Power in Classrooms: Maintaining Authority in IRE Sequences].” Kyoiku shakaigaku Kenkyū 107: 69–88.
   Google Scholar
• Iwasaki, S. 2013. Japanese: Revised Edition. Vol. 17. Amsterdam: John Benjamins Publishing.
   Google Scholar
• Kääntä, L. 2012. “Teachers’ Embodied Allocations in Instructional Interaction.” Classroom Discourse 3 (2): 166–186. doi:10.1080/19463014.2012.716624.
   Google Scholar
• Kendrick, K. 2018. “Adjusting Epistemic Gradients: The Final Particle ba in Mandarin Chinese Conversation.” East Asian Pragmatics 3 (1): 5–26. doi:10.1558/10.1558/eap.36120.
   Google Scholar
• Klattenberg, R. 2020. “Question-Formatted Reproaches in Classroom Management.” Classroom Discourse 12 (3): 1–19. doi:10.1080/19463014.2020.1713834.
   Web of Science ®Google Scholar
• Koole, T. 2012a. “The Epistemics of Student Problems: Explaining Mathematics in a Multi-Lingual Class.” Journal of Pragmatics 44 (13): 1902–1916. doi:10.1016/j.pragma.2012.08.006.
   Web of Science ®Google Scholar
• Koole, T. 2012b. “Teacher Evaluations. Assessing ‘Knowing’, Understanding’, and ‘Doing’.” In Evaluating Cognitive Competences in Interaction, edited by G. Rasmussen, C. E. Brouwer, and D. Day, 43–66. John Benjamins Publishing Company.
   Google Scholar
• Lee, Y. A. 2007. “Third Turn Position in Teacher Talk: Contingency and the Work of Teaching.” Journal of Pragmatics 39 (6): 1204–1230. doi:10.1016/j.pragma.2006.11.003.
   Web of Science ®Google Scholar
• Lerner, G. 1995. “Turn Design and the Organization of Participation in Instructional Activities.” Discourse Processes 19 (1): 111–131. doi:10.1080/01638539109544907.
   Web of Science ®Google Scholar
• Long, M., and C. Sato. 1983. “Classroom Foreigner Talk Discourse: FORMS and Functions of teachers’ Questions.” In Classroom Oriented Research in Second Language Acquisition, edited by H. Seliger and M. Long, 268–285, Rowley, MA: Newbury House.
   Google Scholar
• McHoul, A. 1978. “The Organization of Turns at Formal Talk in the Classroom.” Language in Society 7 (2): 183–213. doi:10.1017/S0047404500005522.
   Web of Science ®Google Scholar
• Mehan, H. 1979. Learning Lesson. Cambridge, MA: Harvard University Press.
   Google Scholar
• Mondada, L. 2018. “Multiple Temporalities of Language and Body in Interaction: Challenges for Transcribing Multimodality.” Research on Language and Social Interaction 51 (1): 85–106. doi:10.1080/08351813.2018.1413878.
   Web of Science ®Google Scholar
• Morita, E. 2005. Negotiation of Contingent Talk: The Japanese Interactional Particles ne and sa. Vol. 137. Amsterdam: John Benjamins Publishing Company.
   Google Scholar
• Mortensen, K. 2008. “Selecting Next Speaker in the Second Language Classroom: How to Find a Willing Next Speaker in Planned Activities.” Journal of Applied Linguistics and Professional Practice 5 (1): 55–79. doi:https://doi.org/10.1558/japl.v5i1.55.
   Google Scholar
• Murakami, K. 2000. “Taijin-teki gengo kōdō kara mita Kansai hōgen no bunmatsu keishiki [The Kansai Dialect from the View of Interactional Sociolinguistics].” BUNRIN 34 ( Memorial issue for Professor Shozo Tsujita): 75–85.
   Google Scholar
• Park, Y. 2013. “The Roles of Third-Turn Repeats in Two L2 Classroom Interactional Contexts.” Applied Linguistics 35 (2): 145–167. doi:10.1093/applin/amt006.
   Web of Science ®Google Scholar
• Payne, G., and D. Hustler. 1980. “Teaching the Class: The Practical Management of a Cohort.” British Journal of Sociology of Education 1 (1): 49–66. doi:10.1080/0142569800010104.
   Web of Science ®Google Scholar
• Pomerantz, A. 1984. “Agreeing and Disagreeing with Assessments: Some Features of Preferred/Dispreferred Turn Shapes.” In Structures of Social Action: Studies in Conversation Analysis, edited by J. M. Atkinson and J. Heritage, 57–101, Cambridge, MA: Cambridge University Press.
   Google Scholar
• Reddington, E. 2018. “Managing Participation in the Adult ESL Classroom: Engagement and Exit Practices.” Classroom Discourse 9 (2): 132–149. doi:10.1080/19463014.2018.1433051.
   Web of Science ®Google Scholar
• Schegloff, E. A. 2007. Sequence Organization in Interaction: A Primer in Conversation Analysis I. Vol. 1. Cambridge, MA: Cambridge university press.
   Google Scholar
• Seedhouse, P. 2004. The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Malden, MA: Blackwell Publishing.
   Google Scholar
• Sert, O. 2019. “Mutual Gaze, Embodied Go-Aheads, and Their Interactional Consequences in Second Language Classrooms.” In The Embodied Work of Teaching, edited by J. K. Hall and S. D. Looney, 142–159. Bristol: Multilingual Matters.
   Google Scholar
• Takagi, C. 2020. “Jakunen-sō Kansai hōgen washa no hōgen `ne’ no shiyō [The Use of the Particle ne in the Casual Style of Young Kansai Dialect Speakers].” Handai Nihongo Kenkyū 32: 1–24. http://hdl.handle.net/11094/76116.
   Google Scholar
• Tanaka, H. 2000. “The Particle ne as a Turn-Management Device in Japanese Conversation.” Journal of Pragmatics 32 (8): 1135–1176. doi:10.1016/S0378-2166(99)00087-9.
   Web of Science ®Google Scholar
• Waring, H. 2008. “Using Explicit Positive Assessment in the Language Classroom: IRF, Feedback, and Learning Opportunities.” The Modern Language Journal 92 (4): 577–594. doi:10.1111/j.1540-4781.2008.00788.x.
   Web of Science ®Google Scholar
• Waring, H., and L. Carpenter. 2019. “Gaze Shifts as a Resource for Managing Attention and Recipiency.” In The Embodied Work of Teaching, edited by J. K. Hall and S. D. Looney, 122–141, Bristol: Multilingual Matters.
   Google Scholar
• Yokomori, D., E. Yasui, and A. Hajikano. 2018. “Registering the Receipt of Information with a Modulated Stance: A Study of Ne-Marked Other-Repetitions in Japanese Talk-In-Interaction.” Journal of Pragmatics 123: 167–191. doi:10.1016/j.pragma.2017.06.012.
   Web of Science ®Google Scholar