Employing conversation analysis, this article investigates instructions in lessons for guitar and Japanese calligraphy. In receiving an instruction, the students in the guitar lessons are expected to immediately follow the instruction. In contrast to the guitar lessons, the students in the calligraphy lessons are not institutionally expected to immediately follow the teacher’s instructions but to receive them. However, the students often gesticulate what they learned from and could make sense of the prior instruction upon completion of an instruction activity. I call this phenomenon embodied solitary confirmation. By demonstrating the interactional procedure for this practice, this article respecifies reflection as an interactional phenomenon and elucidates an organization of multiactivity.

中文翻译：

---

进行反思：对指示性制定的具体化单独确认

本文采用对话分析，研究吉他和日本书法课程的指导。在接受指令时，吉他课的学生应立即遵循指令。与吉他课相反，书法课的学生在制度上并不期望立即遵循老师的指示，而是接受他们的指示。然而，学生们经常会用手势来表达他们从中学到的东西，并且可以在完成教学活动后理解之前的教学内容。我称这种现象为具体化的孤立确认。通过演示此实践的交互过程，本文将反射重新指定为一种交互现象，并阐明了多重活动的组织。