I have come with this the of responses in my own research, and I would guess this is something that has been documented earlier. Possibly, this practice ("yes-and") can be used by teachers/supervisors to expand on students' answers, managing possible threats to the student/supervisor's face. I just would like to be able to reference this type of practice, as I doubt I could be the first one observing it. I would very much appreciate if you suggest a specific article documenting this type of conversational practice (rather than an author or area of research).
I have a vague memory of reading an article in Language in Society on this topic. I'll see if I can verify that the memory is correct and, if so, supply the citation.
Thanks Rhianon. Upon Anita Pomerantz' kind suggestion, the closest I have found is the book, Ideological Dilemmas, written by Billig, Condor, Edwards, Gane, Middleton, and Radley (1988). On p. 54 they discuss communicative devices used by teachers through which knowledge is surreptitiously offered to pupils while overtly eliciting information from them. I hope that helps other researchers too.
I originally thought of the vast corrective feedback literature and the common scheme of Lyster & Ranta (1997): 1. explicit correction, 2. recast, 3. clarification requests, 4. metalinguistic comment, 5. elicitation, 6. repetition. But then again in your case feedback wasn't exactly corrective. Still, with that hanging "and?" in there elicitation definetely goes on.
The best I could find with non-corrective feedback is a figure in Burrell & Bubb (2002)1 schematizing a typology by Gipps, McCallum & Brown (1996)2. According to this table your structure is a combination of C1: Specifying attainment plus C2: Specifying improvement.
1. Burrell A., & Bubb S. (2002) Teacher Feedback in the reception class. In A. Pollarad (Ed.), Readings of reflexive teaching (pp. 290-292 ). New York, NY: Continuum
2. Gipps, C., McCallum B., & Brown M. (1996) Models of teacher assessment among primary school teachers in England. Curriculum Journal 7 (2), 167-183
I have come across examples of this in the Classroom Discourse literature for example
Mehan H (1979) Learning Lessons. Harvard UP, Cambridge, MA
- "Elicitation Sequences"
Cazden C (2001) Classroom Discourse: The Language of teaching and learning. Portsmouth: Heinemann
- "Inauthentic Questions" pp46-48 pp58-59
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