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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/14940

Title: Recipient-side test questions
Authors: Antaki, Charles
Keywords: Conversation analysis
Epistemic stance
Epistemic status
Intellectual impairment
Support staff
Test questions
Issue Date: 2013
Publisher: Sage Publications / © The Author(s)
Citation: ANTAKI, C., 2013. Recipient-side test questions. Discourse Studies, 15 (1), pp. 3-18
Abstract: Standard test questions allow the questioner to confirm an answer as correct, displaying their greater epistemic authority over the answerer (as in the canonical case of the classroom, where the teacher knows more than the pupil). But the instructional power of test questions may prompt their use even when that asymmetry is neutralized or reversed, and the recipient ought to know as much as, or indeed more than, the questioner. I describe how (and why) staff who support clients with intellectual impairment use what I call ‘recipient-side’ test questions, where the questioner claims final authority over matters in the recipient’s experience, even though it is the recipient who has prior entitlement and access to it. When recipient-side test questions fail, questioners may revert to the standard test question asymmetry by hinting at, or openly asserting, their own epistemic authority.
Description: This article is closed access, it was published in the journal Discourse Studies [Sage Publications / © The Author(s)]. The definitive version is available at: http://dis.sagepub.com/content/15/1/3.abstract
Version: Published
DOI: 10.1177/1461445612466450
URI: https://dspace.lboro.ac.uk/2134/14940
Publisher Link: http://dx.doi.org/10.1177/1461445612466450
ISSN: 1461-4456
Appears in Collections:Closed Access (Communication, Media, Social and Policy Studies)

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