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This article is an inquiry into how talking is used for learning. The focus is on utterances of significance where participants say something which brings some sense of surprise and cognitive dissonance, and the purpose is to develop an understanding of how such 'shaking utterances' contribute to learning. The study is conducted from a social interaction theory perspective and utilised conversation analysis methods to observe how such utterances come about, how they are sequentially organised,doi:10.15700/saje.v38ns2a1555 fatcat:caosnsyg4zgqdk7e7tdod375dm