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Collaborative Planning in Process: An Ethnomethodological Perspective

Title
Collaborative Planning in Process: An Ethnomethodological Perspective
Authors
Lee J.Burch A.R.
Ewha Authors
Josephine Lee(이미진)
SCOPUS Author ID
Josephine Leescopus
Issue Date
2017
Journal Title
TESOL Quarterly
ISSN
0039-8322JCR Link
Citation
vol. 51, no. 3, pp. 536 - 575
Publisher
Wiley Blackwell
Indexed
SSCI; SCOPUS WOS scopus
Abstract
Following Ellis's () call for more social and process-oriented planning research, this study explores how learners approach collaborative planning tasks in the classroom as a locally contingent activity in situ. Drawing on ethnomethodology and conversation analysis, the present study focuses on a group planning stage that precedes the final task of delivering a presentation. Fine-grained analyses of the interaction reveal that group planning is essentially a nonlinear, social, and pragmatic activity wherein the students manage participant roles, resolve disputes and misunderstandings, and collectively work toward effective task completion. These findings highlight that, although the groups begin with the same task-as-workplan (Breen,; Seedhouse,), the students’ concerns are driven by locally constructed goals and plans-in-process, and as they work toward a group consensus they are required to deal with a wide range of social and interactional contingencies. © 2017 TESOL International Association
DOI
10.1002/tesq.386
Appears in Collections:
사범대학 > 영어교육과 > Journal papers
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