What is it about?

The paper discusses how collaborative production of an utterance serve for a specific action and/or activity - assessment. In particular, it examines how syntactic, prosodic and bodily-visual devices are used to realize collaborative assessment, and what functions these collaborations have in interaction.

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Why is it important?

Our study shows that assessments, which are mostly made together with embodied actions in face-to-face interaction, can be recognized without a syntactically complete utterance. In addition, it invites us to reflect critically on the traditional view of grammatical structure as a set of fixed products. The contingent practices used by participants in collaborative assessments have revealed the co-operative nature of grammar and interaction.


Moving forward, I hope to see more studies of collaborative productions in assessments as well as other sequences in different languages. These kinds of work will deepen our understanding of grammar in daily talk, revealing that grammars, as sediments of interactional practices and patterns, are not only language-specific but also action-specific and sequencespecific.

Di Fang
Chinese Academy of Social Sciences

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This page is a summary of: Collaborative assessments in Mandarin conversation, Chinese Language and Discourse An International and Interdisciplinary Journal, July 2021, John Benjamins, DOI: 10.1075/cld.00037.fan.
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