Despite a seemingly fragmented interactional context, teachers and students in classrooms routinely manage to co-construct coherent, inter-related, and individually adapted learning trajectories distributed over days and weeks. The aim of this article is to explore with what interactional resources progressivity is accomplished in learning…

Analyses of 34 cases of direct reported thought found in ordinary Korean conversations illustrate a routine practice in the use of reported thought-reenacting a prior thought to demonstrate how the speaker's current stance originated. Often, such thoughts are not simply momentary, isolated thoughts in passing but are consequential thoughts…

Drawing on a corpus of 35 hours of videotaped face-to-face conversations collected in Beijing and Hebei, China, this conversation analytic study examines self-praising behavior of Mandarin speakers in everyday social interaction. Focusing on two reporting practices--reporting another's words and reporting "just the facts"--the…

Projection is one of the classic topics in conversation analysis. It is introduced in the "simplest systematics" (Sacks, Schegloff, & Jefferson, 1974) as a principle that enables the recognition of unit types constituting turn-constructional units (TCUs) and thereby the recognition of possible completion, which is relevant for the…

Yes-No (Y/N) questions are distinctive in calling for a bipolar response. Some Y/N questions predispose one answer over the other. Conversation analysts have examined the sequential relevance of this predisposition and found the institutional character of social actions enacted in Y/N questioning processes. Classroom interaction is one such…

This study examines a corpus of conversations of Turkish preschool-age children with adults, with the goal of analyzing 2 types of extended discourse structures (i.e., lists and narratives). Lists and narratives are compared with respect to (a) their internal structures, and (b) their social functions in the participants' daily interactions. The…