Discussion noteReading ‘A tutorial on membership categorization’ by Emanuel Schegloff
Section snippets
Andrew P. Carlin (Ph.D., Stirling) is a college lecturer in Information & Library Studies. His research interests include the social organization of scholarly communication.
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Cited by (13)
Context formulation and the invocation of membership categories in an L2 classroom setting
2019, Journal of PragmaticsCitation Excerpt :In making any social event happen, participants must produce ‘competent courses of action’ (Garfinkel and Sacks, 1970) by exhibiting their orientations to what is being invoked in a specific encounter. We can then say that there is a close intertwinement between sequentially produced actions/utterances and members' categorisation practices since next turns are affected by in situ, locally-produced categorisation work performed by members (Carlin, 2010; Sacks, 1975). It is through and in the actions produced by classroom participants, who are the incumbents of the two ‘standardised’ membership categories in a classroom environment (teacher and student), that we (and they) can recognise what is being done (Francis and Hester, 2004) and the context they are formulating.
Membership Categorisation Analysis. Technologies of social action
2017, Journal of PragmaticsMembership-in-action: Operative identities in a family meal
2010, Journal of PragmaticsOrdering and Serving Coffee in an Italian Café: How Customers Obtain ‘Their’ Coffee
2019, Objects, Bodies and Work PracticeRepairs and old-age categorisations: Interactional and categorisation analysis
2019, Linguistics VanguardPsychology and formalisation: Phenomenology, ethnomethodology and statistics
2017, Psychology and Formalisation: Phenomenology, Ethnomethodology and Statistics
Andrew P. Carlin (Ph.D., Stirling) is a college lecturer in Information & Library Studies. His research interests include the social organization of scholarly communication.