• Aucun résultat trouvé

Talk and multimodal details have been transcribed according to the fol-lowing conventions. See Jefferson (2004) and Mondada (2014).

[ ] overlap (onset & end) (.) micro-pause (< 0.2 seconds) (2.0) pause in seconds

/ \ rising/ and falling\ intonation (she) uncertain transcription the: sound stretch

xxx incomprehensible segment

= latching

°here° low volume PRE increased volume ter- cut-off

>> << faster tempo

* * descriptions of embodied actions (gestures, gazes, etc.) are delimited between two identical symbols (one symbol per participant):

++,$$,££,%%,…

- --> movement or gaze continuing in the following lines

# indicates the exact point within a turn at talk where a screen shot (figures) has been taken

References

Billett, S. (2001a). Learning in the workplace: Strategies for effective practice.

Crows Nest: Allen and Unwin.

Billett, S. (2001b). Learning through work: Workplace affordances and indi-vidual engagement. Journal of Workplace Learning, 13(5), 209–214.

Billett, S., Gruber, H., & Harteis, C. (Eds.). (2014). International handbook of research in professional and practice-based learning. Dordrecht: Springer.

Boutet, J. (2008). La vie verbale au travail: des manufactures aux centres d’appels.

Toulouse: Editions Octarès.

de Saint-Georges, I., & Filliettaz, L. (2008). Situated trajectories of learning in vocational training interactions. European Journal of Psychology of Education, 23(2), 213–233.

Dewey, J. (1938). Expérience et éducation. Paris: Armand Colin.

Egbert, M. 1993. Schisming: The transformation from a single conversation to mul-tiple conversations. PhD SDUSDU, Det Humanistiske Fakultet Faculty of Humanities, Institut for Design og Kommunikation Department of Design and Communikation.

Egbert, M. (1997). Schisming: The collaborative transformation from a single conversation to multiple conversations. Research on Language and Social Interaction, 30(1), 1–51.

Filliettaz, L. (2010). Guidance as an interactional accomplishment: Practice- based learning within the Swiss VET system. In S. Billett (Ed.), Learning through practice: Models, traditions, orientations and approaches (pp. 156–179).

London: Springer.

Filliettaz, L. (2011). Asking questions … getting answers: A sociopragmatic approach to vocational training interaction. Pragmatics and Society, 2(2), 234–259.

Filliettaz, L. (2013). Affording learning environments in workplace contexts: An interactional and multimodal perspective. International Journal of Lifelong Education, 32(1), 107–122.

Filliettaz, L. (2014). Learning through interactional participatory configura-tions: Contributions from video analysis. In A. Rausch, Ch. Harteis, &

J. Seifried (Eds.), Discourses on professional learning (pp. 317–339). Springer Netherlands.

Filliettaz, L., & Rémery, V. (2015). Transmettre le travail par les mises en forme langagières de l’activité. In R. Wittorski (Ed.), Comprendre la transmission du travail (pp. 47–81). Nîmes: Editions Champ Social.

Filliettaz, L., Rémery, V., & Trébert, D. N. P. (2014). Relation tutorale et con-figurations de participation à l’interaction: analyse de l’accompagnement des stagiaires dans le champ de la petite enfance. Activités, 11(1), 22–46.

Forrester, M. A. (2008). The emergence of self-repair: A case study of one child during the early preschool years. Research on Language and Social Interaction, 41(1), 99–128.

Fuller, A., & Unwin, L. (2003). Learning as apprentices in the contemporary UK workplace: Creating and managing expansive and restrictive participa-tion. Journal of Education and Work, 16(4), 407–426.

Gardner, H., & Forrester, M. (Eds.). (2009). Analysing interactions in childhood:

Insights from conversation analysis. Chichester: Wiley-Blackwell.

Goffman, E. (1981). Forms of talk. Philadelphia, PA: University of Pennsylvania Press.

Goodwin, C. (1981). Conversational organization: Interaction between speakers and hearers. New York: Academic Press.

Goodwin, C. (1984). Notes on story structure and the organization of participa-tion. In M. Atkinson & J. Heritage (Eds.), Structures of social action (pp. 225–246). Cambridge: Cambridge University Press.

Goodwin, C. (1986). Audience diversity, participation and interpretation. Text, 6(3), 283–316.

Goodwin, C. (1995). Seeing in depth. Social Studies of Science, 25(2), 237–274.

Goodwin, C. (2000). Action and embodiment within situated human interac-tion. Journal of Pragmatics, 32(10), 1489–1522.

Greeno, J. G. (2011). A situative perspective on cognition and learning in inter-action. In T. Koschmann (Ed.), Theories of learning and studies of instruction (pp. 41–72). New York: Springer.

Grosjean, M. (2001). De la parole plurielle au polylogue effectif. Les relèves inter-équipes à l’hôpital. Bulletin vals-asla, 74, 57–81.

Heath, C., & Luff, P. (2006). Video analysis and organisational practice. In H. Knoblauch, S. Bernt, J. Raab, & H.-G. Soeffner (Eds.), Video-analysis.

Methodology and methods. London: Peter Lang.

Heller, M. (2003). Globalization, the new economy and the commodification of language. Journal of Sociolinguistics, 7(4), 473–492.

Hepburn, A., & Bolden, G. B. (2013). The conversation analytic approach to transcription. In J. Sidnell & T. Stivers (Eds.), The handbook of conversation analysis (pp. 57–76). Boston: Wiley-Blackwell.

Heritage, J., & Pomerantz, A. (2012). Preference. In J. Sidnell & T. Stivers (Eds.), The handbook of conversation analysis (pp.  210–228). Boston:

Wiley-Blackwell.

Holmes, J., & Stubbe, M. (2003). Power and politeness in the workplace. London:

Longman.

Jefferson, G. (1984). Notes on some orderlinesses of overlap onset. In V. D’

Urso & P. Leonardi (Eds.), Discourse analysis and natural rhetoric (pp. 11–38).

Padua: Cleup Editore.

Jefferson, G. (2004). Glossary of transcript symbols with an Introduction. In G. H. Lerner (Ed.), Conversation analysis: Studies from the first generation (pp. 13–23). Philadelphia: John Benjamins.

Koschmann, T. (Ed.). (2011). Theories of learning and studies of instructional practice. New York: Springer.

Koschmann, T., LeBaron, C., Goodwin, C., Zemel, A., & Dunnington, G.

(2007). Formulating the triangle of doom. Gesture, 7(1), 97–118.

Koskela, I., & Palukka, H. (2011). Trainer interventions as instructional strate-gies in air traffic control training. Journal of Workplace Learning, 23(5), 293–314.

Kunégel, P. (2011). Les maîtres d’apprentissage. Analyse des pratiques tutorales en situation de travail. Paris: L’Harmattan.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participa-tion. Cambridge: Cambridge University Press.

Liddicoat, A. J. (Ed.). (2007). Adjacency pairs and preference organization. In A. J. Liddicoat (Ed.), An introduction to conversation analysis (pp. 105–124).

London: Continuum.

Lindeman, E. (1926). The meaning of adult education. New York: New Republic.

Losa, S., Duc, B., & Filliettaz, L. (2014). Success, well-being and social recogni-tion: An interactional perspective. In M. M. Bergman (Ed.), Success and well- being in education and employment (pp. 69–98). Dordrecht: Springer.

Markaki, V., & Filliettaz, L. (2015). Les schismes dans les activités tutorales: une approche multimodale. In Communication. Séminaire IC-YOU, Neuchâtel, May 6, 2015.

Markaki, V., & Rémery, V. (2016). Documenter l’activité tutorale en situation de travail: Pour une approche du « travail en acte ». In Sociologie et sociétés, numéro thématique sur “Le travail au prisme de l’activité”, coordonné par H.

Eckert & M. Vultur, XLVIII, No. 1, 143–167.

Mayen, P. (2015). Vocational didactics: Work, learning, and conceptualization.

In L. Filliettaz & S. Billett (Eds.), Francophone perspectives of learning through work: Traditions, conceptions and practices (pp. 201–219). Dordrecht: Springer.

Mondada, L. (2006). La compétence comme dimension située et contingente, localement évaluée par les participants. Swiss Journal of Applied Linguistics, 84, 83–119.

Mondada, L. (2013). The conversation analytic approach to data collection. In J. Sidnell & T. Stivers (Eds.), The handbook of conversation analysis (pp. 32–56).

Boston: Wiley-Blackwell.

Mondada, L. (2014). Conventions for multimodal transcriptions. Retrieved February 2, 2016, from http://mainly.sciencesconf.org/conference/mainly/

pages/Mondada2013_conv_multimodality_copie.pdf

Monette, D., Sullivan, T., & DeJong, C. (2013). Applied social research: A tool for the human services. Belmont: Cengage Learning.

Psathas, G., & Anderson, T. (1990). The “practices” of transcription in conver-sation analysis. Semiotica, 78(1–2), 75–100.

Rémery, V., & Markaki, V. (2016). Travailler et former: l’activité hybride des tuteurs. In Education Permanente, « Le tutorat aujourd’hui », coordonné par S. Mahlaoui & A.-L. Ulmann, No. 206, 47–59.

Sacks, H. (1974). An analysis of the course of a joke’s telling in conversation. In R. Bauman & J. F. Sherzer (Eds.), Explorations in the ethnography of speaking (pp. 337–353). Cambridge, UK: Cambridge University Press.

Sacks, H. (1992). Lectures on conversation. In G. Jefferson (Ed.), Introductions by Emanuel A. Schegloff (Vol. 2). Oxford: Blackwell.

Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696–735.

Schegloff, E. A. (1993). Reflections on quantification in the study of conversa-tion. Research on Language and Social Interaction, 26(1), 99–128.

Schegloff, E. A. (2007). Sequence organization in interaction: A primer in conver-sation analysis (Vol. 1). Cambridge, UK: Cambridge University Press.

Schegloff, E. A., & Sacks, H. (1973). Opening up closings. Semiotica, 8(4), 289–327.

Schoon, I., & Silbereisen, R. K. (Eds.). (2009). Transitions from school to work:

Globalization, individualization, and patterns of diversity. Cambridge, UK:

Cambridge University Press.

Traverso, V. (2004). Interlocutive “crowding” and “splitting” in polylogues: The case of a meeting of researchers. Journal of Pragmatics, 36(1), 53–74.

Traverso, V. (2012). Ad hoc-interpreting in multilingual work meetings. In C. Baraldi & L. Gavioli (Eds.), Coordinating participation in dialogue inter-preting (pp. 149–176). Amsterdam: John Benjamins.

Zemel, A., & Koschmann, T. (2014). “Put your fingers right in here”: Learnability and instructed experience. Discourse Studies, 16, 163–183.

Documents relatifs