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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/23189

Title: Closing seminars and lectures: The work that lecturers and students do
Authors: Tyagunova, Tanya
Greiffenhagen, Christian
Keywords: Closings
Classroom interaction
Classroom management
Conversation analysis
Issue Date: 2017
Publisher: © The Authors. Published by Sage.
Citation: TYAGUNOVA, T. and GREIFFENHAGEN, C., 2017. Closing Seminars and lectures: The work that lecturers and students do. Discourse Studies, 19(3), pp.314-340.
Abstract: Based on an analysis of naturally occurring interactions between lecturers and students, this article investigates how university lectures and seminars are brought to a close through the collaborative work of lecturers and students. The analysis focuses on: firstly, the resources that lecturers and students have to accomplish this (which do not just include speech, but also embodied conduct, as well as references to clock time and lesson phases); secondly, the active role that students play, who may engage in closing activities in ways that attempt to preserve the classroom order (e.g., by packing up silently while continuing to demonstrably listen) or in ways that are disruptive of it (e.g., by packing up noisily); thirdly, the occasional subversive role that students may adopt, who may attempt to initiate closings in order to cut the lecture or seminar short (e.g., by suggesting to the lecturer that he or she is going over time or by engaging in ‘premature’ closing activities).
Description: This paper was accepted for publication in the journal Discourse Studies and the definitive published version is available at https://doi.org/10.1177/1461445617701992
Version: Accepted for publication
DOI: 10.1177/1461445617701992
URI: https://dspace.lboro.ac.uk/2134/23189
Publisher Link: https://doi.org/10.1177/1461445617701992
ISSN: 1461-7080
Appears in Collections:Published Articles (Communication, Media, Social and Policy Studies)

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