Verstehensdokumentationen: Zur Phänomenologie von Verstehen in der Interaktion

Die sprachlich-diskursive Darstellung komplexer Zusammenhänge im Fachunterricht

“…Heller 2017b) auf eine vergleichsweise hohe Diskurskompetenz schließen lassen. Zweitens werden die im Medium des Mündlichen beobachtbaren Verfahren der Verständigungssicherung und Verstehensdokumentation (Deppermann & Schmitt 2008) sowie der Redebewertung und -kommentierung (Gülich & Kotschi 1987) systematisch berücksichtigt: Sie werden in den untersuchten Unterrichtsgesprächen vordringlich von der Lehrperson realisiert und geben weiteren Aufschluss über die Erwartung kompetenter Sprecher/innen an die ‚Normalform' eines Vertextungsverfahrens. In diesem Sinne werden auch Vorkommen kollaborativer Vertextungen in die Analyse einbezogen.…”

“Can do!” Teacher Promotion of Optimism in Response to Student Failure Expectation Expressions in Classroom Discourse

“…However, although these constructions are literally concerned with the students' ability or their level of understanding, the functions of these formulations vary (Beach & Metzger, 1997;He & Tsoneva, 1998;Lindwall & Lymer, 2011). In addition to showing non-understanding, claiming insufficient knowledge or asking for guidance from a teacher (Lindwall & Lymer, 2011), the formulations may be used for introducing a complaint (Depperman & Schmitt, 2008;Lindwall, & Lymer, 2011), resisting or avoiding on-going activity (Beach & Metzger, 1997;Hutchby, 2002;Lynch & Bogen, 2005;Metzger & Beach, 1996), implementing topic transition (Beach & Metzger, 1997) and expressing frustration over or criticising tasks (Deppermann, 2012;Lindwall & Lymer, 2011). These non-literal meanings of failure expectation utterances often appear in the extreme case formulations such as 'I don't understand anything', without any specification of a problem or talk about the details of a particular task that has provoked the anticipation of failure (Lindwall & Lymer, 2011).…”

The micro-politics of sequential organization

“…This discussion puts different participation statuses at the center of analytical attention. The orientation towards the recipient generates a constant online analysis by the speaker of whom the co-participants are, identifying and categorizing them under a relevant identity and position for the purposes of the current action (through the constitution of a "Partnermodell", Deppermann / Schmitt 2009). In this analysis, the speaker can differentiate between "recipients" and "addressees"the former being the factual recipients of the utterance and the latter being the ones targeted by it (cf.…”