Search

Abstract While always an interdisciplinary endeavour, rapid growth in the fields of Ethnomethodology (hereafter EM) and Conversation Analysis (hereafter CA) has led to the broader application of EM/CA methodologies and the engagement of researchers from beyond the more traditional fields of sociology and linguistics. EM/CA methodologies are being used to both understand the orderliness of social interaction and also to address specific institutional issues, in this instance in higher education settings. This paper explores the challenges inherent in using these approaches to researching institutional relationships, particularly when a primary aim of the research is to inform practitioners of practices used within institutional settings. We argue the need to draw on a variety of analytical tools to understand in situ practices alongside other lenses to translate these understandings of institutional practice to practitioners. Drawing on data from a study of audio-recorded conversations between supervisory and preservice teachers during the school-based professional experience component of initial teacher education, our analysis illustrates how the tools of conversation analysis and membership categorization analysis reveal the intricacies of how supervising and preservice teachers negotiate issues of asymmetry and position themselves through references to specific institutional documents. We then use the work of Dorothy Smith to support the translatability of descriptive findings to support interventions in the field. We use this example to demonstrate the affordances of using various analytic tools in complementary ways to overcome methodological challenges and provide new insights into institutional relationships and inform future practice. Highlights • Proposes the combined use of analytical tools to translate EM/CA findings to inform both method and practice. • Explores the ongoing development of CA methods, focusing on moves to applied Conversation Analysis. • Discusses the changing nature of academic research and positioning of CA researchers within disciplinary fields. • Illustrates the affordances of combining analytical tools from CA, MCA, and the work of Dorothy Smith in uncovering patterns and theorising approaches to interactions between preservice teachers and supervising teachers in school-based professional experience. [ABSTRACT FROM AUTHOR]

Abstract Academic discourse is characterised by being 'enormously diverse' (Hyland, 2004) because of its different disciplines and genres. Authors of academic texts are influenced by their disciplines, and by the 'discourse formats' (Fløttum et al., 2006) of what they are writing. However, genres exist across disciplines. For instance, research articles and PhD theses are found in different disciplines, namely medicine and sociology. Added to that, Systemic Functional Linguistics proposes that lexicogrammatical choices are activated by the context, which is, in this case, multiple. This paper seeks to study how the different parameters of context might influence the choices of PPs. A corpus of PhD theses and research articles from medicine and sociology is collected, and a sample is extracted and annotated via CorpusTool. The result revealed that certain choices reveal that while research articles are more similar across the disciplines, PhD theses are less restricted and disciplinary and personal differences are prominent. Highlights • Linguistic choices of Prepositional Phrases can be related to the different parameters of context in academic writing. • Certain lexico-grammatical choices are global: they reveal features of the field of academic writing, in general. • Other choices distinguish the different types of context: the genres and disciplines studied. • The boundary between genre and discipline is not fixed; it depends on the genre itself, as certain genres (Research Articles) have more restrictions than others (PhD Theses). [ABSTRACT FROM AUTHOR]