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dc.contributor.authorJakonen, Teppo
dc.contributor.authorMorton, Tom
dc.date.accessioned2015-04-28T09:52:46Z
dc.date.available2015-11-11T22:45:04Z
dc.date.issued2015
dc.identifier.citationJakonen, T., & Morton, T. (2015). Epistemic Search Sequences in Peer Interaction in a Content-based Language Classroom. <em>Applied Linguistics</em>, 36 (1), 73-94. <a href="http://dx.doi.org/10.1093/applin/amt031">doi:10.1093/applin/amt031</a>
dc.identifier.otherTUTKAID_65718
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/45728
dc.description.abstractEpistemics in interaction refers to how participants display, manage, and orient to their own and others’ states of knowledge. This article applies recent conversation analytical work on epistemics to classrooms where language and content instruction are combined. It focuses on Epistemic Search Sequences (ESSs) through which students in peer interaction collectively resolve emerging knowledge gaps while working on pedagogic tasks. ESSs are initiated when a speaker displays an ‘unknowing’ epistemic stance by making an information request about some aspect of language or the content being worked on. We examine three different types of ESS: those in which a ‘knowing’ response is accepted by the initiator of the sequence; those in which there is an ‘unknowing’ response; and those where ‘knowing’ responses are contested. The findings have implications for understanding peer interaction in content-based classrooms in three areas: the affordances of peer interaction for learning in contrast with teacher-led ‘known-answer’ sequences; how learners manage rights and responsibilities around knowing or not knowing; and how learners discover and work on their own learning objects.
dc.language.isoeng
dc.publisherOxford University Press; American and British Associations for Applied Linguistics
dc.relation.ispartofseriesApplied Linguistics
dc.subject.otherepistemicsen
dc.subject.otherknowledge gapsen
dc.subject.otherpeer interactionen
dc.subject.othercontent-based instructionen
dc.titleEpistemic Search Sequences in Peer Interaction in a Content-based Language Classroom
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201504071550
dc.contributor.laitosSoveltavan kielentutkimuksen keskusfi
dc.contributor.laitosCentre for Applied Language Studiesen
dc.contributor.oppiaineSoveltava kielitiede
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2015-04-07T15:30:04Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange73-94
dc.relation.issn0142-6001
dc.relation.numberinseries1
dc.relation.volume36
dc.type.versionacceptedVersion
dc.rights.copyright© Oxford University Press 2013. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.relation.doi10.1093/applin/amt031


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