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Chapter 5. Mobilizing student compliance

On the directive use of Finnish second-person declaratives and interrogatives during violin instruction

Abstract

Drawing on video-recorded violin lessons as data, the article describes the violin teacher’s use of Finnish second-person declarative and interrogative directives in mobilizing student compliance. The data show that the declarative directives are regularly used when (1) the student is already engaged in the task at hand and (2) the nominated actions concern the basics of violin playing. The paper argues that these directives are thus not only about mobilizing recipient action locally but also about establishing normatively-desired behavior more generally. The interrogative directives, then again, are typically used when (1) there has been a momentary shortcoming in the student’s prior behavior and (2) the nominated action is a one-time accomplishment facilitating the smooth unfolding of the instructional encounter.

Abstract

Drawing on video-recorded violin lessons as data, the article describes the violin teacher’s use of Finnish second-person declarative and interrogative directives in mobilizing student compliance. The data show that the declarative directives are regularly used when (1) the student is already engaged in the task at hand and (2) the nominated actions concern the basics of violin playing. The paper argues that these directives are thus not only about mobilizing recipient action locally but also about establishing normatively-desired behavior more generally. The interrogative directives, then again, are typically used when (1) there has been a momentary shortcoming in the student’s prior behavior and (2) the nominated action is a one-time accomplishment facilitating the smooth unfolding of the instructional encounter.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Chapter 1. Mobilizing others 1
  4. Chapter 2. Requesting here-and-now actions with two imperative formats in Korean interaction 19
  5. Chapter 3. Mobilizing for the next relevant action 47
  6. Chapter 4. Recruitments in French 83
  7. Chapter 5. Mobilizing student compliance 115
  8. Chapter 6. Linguistic structures emerging in the synchronization of a Pilates class 147
  9. Chapter 7. Multimodal mechanisms for mobilizing students to give pre-structured responses in French L2 classroom interaction 175
  10. Chapter 8. Mobilizing others when you have little (recognizable) language 203
  11. Chapter 9. When emergencies are not urgent 229
  12. Chapter 10. Doing more than expected 253
  13. Appendix. Glossary of transcription conventions 279
  14. Index 283
Mobilizing Others
This chapter is in the book Mobilizing Others
https://doi.org/10.1075/slsi.33.05ste

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Chapter 1. Mobilizing others 1
  4. Chapter 2. Requesting here-and-now actions with two imperative formats in Korean interaction 19
  5. Chapter 3. Mobilizing for the next relevant action 47
  6. Chapter 4. Recruitments in French 83
  7. Chapter 5. Mobilizing student compliance 115
  8. Chapter 6. Linguistic structures emerging in the synchronization of a Pilates class 147
  9. Chapter 7. Multimodal mechanisms for mobilizing students to give pre-structured responses in French L2 classroom interaction 175
  10. Chapter 8. Mobilizing others when you have little (recognizable) language 203
  11. Chapter 9. When emergencies are not urgent 229
  12. Chapter 10. Doing more than expected 253
  13. Appendix. Glossary of transcription conventions 279
  14. Index 283
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