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
|Author:||Rauniomaa, Mirka1; Haddington, Pentti1; Melander, Helen2;|
1University of Oulu, Finland
2Uppsala University, Sweden
4Linköping University, Sweden
5Swedish National Road and Transport Research Institute, Sweden
6Aalborg University, Denmark
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2018042719210
|Publish Date:|| 2019-03-19
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.
Journal of pragmatics
|Pages:||30 - 52|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
616 Other humanities
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 (Academy of Finland Funding decision)
251757 (Academy of Finland Funding decision)
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