LEADER 05767nam 2200793Ia 450 001 9910958958603321 005 20200520144314.0 010 $a9781283895163 010 $a1283895161 010 $a9789027273338 010 $a9027273332 035 $a(CKB)2670000000280428 035 $a(EBL)1058178 035 $a(OCoLC)818819148 035 $a(SSID)ssj0000755645 035 $a(PQKBManifestationID)12366730 035 $a(PQKBTitleCode)TC0000755645 035 $a(PQKBWorkID)10730238 035 $a(PQKB)11024500 035 $a(MiAaPQ)EBC1058178 035 $a(Au-PeEL)EBL1058178 035 $a(CaPaEBR)ebr10621315 035 $a(CaONFJC)MIL420766 035 $a(DE-B1597)721089 035 $a(DE-B1597)9789027273338 035 $a(EXLCZ)992670000000280428 100 $a20120613d2012 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEvaluating cognitive competences in interaction /$fedited by Gitte Rasmussen, C.E. Brouwer, Dennis Day 205 $a1st ed. 210 $aAmsterdam ;$aPhiladelphia $cJohn Benjamins Pub. Co.$d2012 215 $a1 online resource (244 p.) 225 0 $aPragmatics & beyond new series; v. 225 300 $aDescription based upon print version of record. 311 08$a9789027256300 311 08$a9027256306 320 $aIncludes bibliographical references and index. 327 $aEvaluating Cognitive Competences in Interaction; Editorial page; Title page; LCC data; Table of contents; Introduction; 1. A short presentation of the papers in this volume; 1.1 Papers on interaction in classroom or practice-based training settings; 1.2 Papers on interaction in institutional settings occasioned by 'social problems'; 1.2.1 Papers on interaction in institutional (re)habilitation settings; 2. Concluding remarks; References; Transcript notations; The embedded evaluations in air traffic control training; 1. Introduction 327 $a2. Evaluating learner performance and understanding in educational contexts 3. Characteristics of the air traffic control work and training; 4. Data and methods; 5. Evaluation as embedded activity in I-R sequences; 5.1 Embedding evaluation in the extension of the base sequence; 5.2 Embedding evaluation in the repair sequence; 5.3 Occasioned instruction; 6. Conclusion; References; Teacher evaluations; 1. Introduction; 2. Data; 3. Dimensions of evaluations; 3.1 Positive-negative dimension; 3.2 The value dimension; 3.3 The object dimension; 4. Analysis 327 $a4.1 Sequential and design features of teacher evaluations 4.2 The object of evaluation; 4.3 Evaluations of knowing; 4.4 Evaluations of doing; 4.5 Evaluations of understanding; 4.6 Teacher evaluations: Sequence, design and object; 5. Conclusion; References; Treating student contributions as displays of understanding in group supervision; 1. Introduction; 2. Analyses; 2.1 Example 1; 2.2 Example 2; 2.3 Example 3; 2.4 Example 4; 2.5 Example 5; 3. Conclusion; References; Good reasons for seemingly bad performance; 1. Competences in the classroom; 2. A geometry lesson; 2.1 Preliminaries 327 $a2.2 Mr. Manabe's presentation 2.3 Ikeda's presentation; 2.4 The teacher's summary; 3. Good reasons for seemingly bad performances; Appendix: Abbreviations used for gloss; References; Mutual negotiation of the interviewee's competence in interview interaction; 1. Introduction; 2. Competence and EM; 3. Competence in the person-environment fit models; 4. Competence and CA; 5. Intertwined hypothesis; 6. Data and setting; 7. Analysis; 7.1 Upgrading respondents' tentatively positive responses; 7.2 Disagreeing with respondents' negative or reserved responses 327 $a7.3 Apologizing for questioning competent respondents 7.4 Incompetence in interaction; 7.5 Summary; 8. Discussion; References; Evaluating by feeling; 1. Introduction; 2. Structure and main points; 3. Data and interactional phenomenon; 4. Emotions as causations; 5. Emotions as adaptations; 6. Discussion: Action v. emotion; 7. Concluding remarks; References; Interactive evaluation of cognitive functioning; 1. Introduction; 2. CA studies of aphasia; 3. Data and transcription; 4. The sequential organization of different prompting methods; 4.1 Excerpt 1: Nyckel (key); 4.1.1 Pause sequence 327 $a4.1.2 Side sequence: Request for help 330 $aThis paper presents a study of how teenage boys with learning disabilities evaluate co-participants' 'cognitive' or 'mental' state competences in interaction ("you are sick in the head"). The evaluations emerge out of disputes and disagreements about social experiences and end these disputes by excluding the co-participant from further talk on current topics. The study shows thus how 'mental' state evaluations become insults: In and through the use of 'mental' state evaluations in actions in which the boys triumph over, or 'win' the dispute as they exclude others from participation in on-going 410 0$aPragmatics & Beyond New Series 606 $aCommunicative competence 606 $aCompetence and performance (Linguistics) 606 $aConversation analysis 606 $aPsycholinguistics 615 0$aCommunicative competence. 615 0$aCompetence and performance (Linguistics) 615 0$aConversation analysis. 615 0$aPsycholinguistics. 676 $a401.4 686 $aER 990$2rvk 701 $aRasmussen$b Gitte$01800981 701 $aBrouwer$b C. E$01800982 701 $aDay$b Dennis$01800983 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910958958603321 996 $aEvaluating cognitive competences in interaction$94345994 997 $aUNINA