Université de Neuchâtel

Interaction ou inter-actions? Deux conceptions de la notion d'interaction

Grossen, Michèle

In: Revue Tranel, 2018, vol. 68, p. 121-128

This article aims at discussing two main definitions of the concept of interaction: the first one assumes that an interaction is the sum of individual actions (inter-actions) while the second one assumes that interaction is an inseparable unit of analysis. They constitute what can be called a factorial vs. dialogical conception of interaction. After having presented these two conceptions and...

Consortium of Swiss Academic Libraries

Interaction Analysis and Psychology: A Dialogical Perspective

Grossen, Michèle

In: Integrative Psychological and Behavioral Science, 2010, vol. 44, no. 1, p. 1-22

Consortium of Swiss Academic Libraries

Third parties' voices in a therapeutic interview

Grossen, Michèle ; Orvig, Anne Salazar

In: Text & Talk - An Interdisciplinary Journal of Language, Discourse & Communication Studies, 2011, vol. 31, no. 1, p. 53-76

Université de Neuchâtel

Maître-élève-savoir : qui est face à qui ?

Grossen, Michèle

In: Vous avez dit... pédagogie, 1995, vol. 40, p. 5-9

Université de Neuchâtel

La parole de l'autre dans l'entretien clinique

Grossen, Michèle

In: Revue Tranel (Travaux neuchâtelois de linguistique), 2014, vol. 60, p. 97-107

As a method, clinical interview has given way to numerous publications and is taught to future practitioners in various professions. However, it is not only a method: as a shared professional practice, it is also a genre based upon legitimised practices and contributing to create a community of practice. In this respect, it echoes the voices of others. Moreover, clinical interview is a...

Université de Neuchâtel

Boundary Crossing Events and Potential Appropriation Space in Philosophy, Literature and General Knowledge

Grossen, Michèle ; Zittoun, Tania ; Ros, Jenny

In: Learning, Social Interaction and Diversity – Exploring Identities in School Practices, 2012, p. 15-33

Teaching cultural elements, such as literary texts, pieces of music, films, sculptures, and other similar artefacts, is one of the educational aims of a school. As part of our past and present society, cultural elements are considered to be fundamental. At a social level, they belong to shared bodies of knowledge which might foster social cohesion; at the level of individuals, they are expected...