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    TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM

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    R Kinser Thesis (541.1Kb)
    Date
    2009-07
    Author
    Kinser, Rebecca J.
    Advisor(s)
    Hostetler, Margaret
    Metadata
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    Abstract
    This study explores the management of conversational floor in adult-learner classrooms by describing topic transitions in recorded data from six instructors at one technical college in the Midwest. The analyzed data shows that a classroom on its face participates in the characteristics of what conversational analysts label a "singly-developed floor." This is a floor in which one speaker controls the conversation. However, the data also show traces of collaboration. These may suggest that the classroom -- specifically the adult-learner classroom but perhaps also classrooms in general -- is not primarily a singly-developed floor but may be either more of a "collaboratively-developed floor" or even a hybrid of the two. The evidence of collaboration takes the form of specific word choices in managing various types of topic shifts ("I" messages) and thematic references to time management. The analysis of the data that follows will describe the topic shifts, noting issues relevant to both the singly-and collaboratively-developed floor models and arguing for the hybridity of the classroom floor.
    Subject
    Adult education study and teaching
    Continuing educatioin
    Adult learning
    Adult students
    Learning strategies
    Permanent Link
    http://digital.library.wisc.edu/1793/46811
    Description
    A Thesis Submitted in Partial Fulfillment of the Requirements For the Degree of Master of Arts - English
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    • UW-Oshkosh Theses, Clinical Papers, and Field Projects

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