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Mirka Rauniomaa, Pentti Haddington, Helen Melander, Anne-Danièle Gazin, Mathias Broth, Jakob Cromdal, Lena Levin, Paul McIlvenny, Parsing tasks for the mobile novice in real time: Orientation to the learner’s actions and to spatial and temporal constraints in instructing-on-the-move, Journal of Pragmatics, Volume 128, 2018, Pages 30-52, ISSN 0378-2166, https://doi.org/10.1016/j.pragma.2018.01.005

Parsing tasks for the mobile novice in real time : orientation to the learner's actions and to spatial and temporal constraints in instructing-on-the-move

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Author: Rauniomaa, Mirka1; Haddington, Pentti1; Melander, Helen2;
Organizations: 1University of Oulu, Finland
2Uppsala University, Sweden
3Independent Researcher
4Linköping University, Sweden
5Swedish National Road and Transport Research Institute, Sweden
6Aalborg University, Denmark
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 10.8 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe2018042719210
Language: English
Published: Elsevier, 2018
Publish Date: 2019-03-19
Description:

Abstract

This paper studies parsing as a practice used in mobile instruction. The findings build on ethnomethodological conversation analysis and on observations made on video data that have been collected from three settings: skiing, driving a car and flying a plane. In the data, novice learners are instructed by more experienced instructors to accomplish various mobile tasks. The paper shows how instructors use parsing to guide learners to carry out, step-by-step, the sub-actions that the ongoing mobile task (e.g. turning, landing) is composed of. The paper argues that parsing is a practice employed by instructors to highlight the sub-actions of a mobile task. Instructors may also use parsing to orient learners to emergent problems to do with the timing, quality and order of the sub-actions in the performance of a complex mobile task. Finally, the paper shows that sometimes there is not enough time to parse an ongoing task, in which case the parsing can be carried out afterwards.

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Series: Journal of pragmatics
ISSN: 0378-2166
ISSN-E: 1879-1387
ISSN-L: 0378-2166
Volume: 128
Pages: 30 - 52
DOI: 10.1016/j.pragma.2018.01.005
OADOI: https://oadoi.org/10.1016/j.pragma.2018.01.005
Type of Publication: A1 Journal article – refereed
Field of Science: 6121 Languages
516 Educational sciences
616 Other humanities
Subjects:
Conversation analysis
Instruction
Mobility
Parsing
Social interaction
Space-time
Article
Funding: For Broth, Cromdal and Levin, the writing of this paper was funded by research grants from the Committee for Educational Sciences of the Swedish Research Council (grant #721-2012-5367). Gazin's Italian-speaking data set of driving lessons was recorded with the support of the Swiss National Science Foundation (SNF). For Haddington, the writing of this paper was partly made possible by funding from the Academy of Finland (project # 287219, iTask: Linguistic and embodied features of interactional multitasking). During the preparation of this paper, Rauniomaa received support from the Academy of Finland (decision no. 251757), the University of Oulu and the Finnish Centre of Excellence in Research on Intersubjectivity in Interaction, University of Helsinki (Academy of Finland decision no. 284595).
Academy of Finland Grant Number: 287219
251757
Detailed Information: 287219 (Academy of Finland Funding decision)
251757 (Academy of Finland Funding decision)
Copyright information: © 2018. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/