Source marking in represented talk and thought in Vietnamese narratives

2015 ◽  
Vol 35 (6) ◽  
Author(s):  
Hanh thi Nguyen
Keyword(s):  
Conversation Analysis ◽  
Sequential Organization ◽  
The Subject ◽  
Participation Frameworks ◽  
Vietnamese Speakers

AbstractThis paper uses conversation analysis to examine when Vietnamese speakers explicitly mark the source of represented talk or thought (RT) and when they may omit the RTs source in narratives in dyadic and multiparty family conversations. In Vietnamese, a pro-drop, non-inflectional language, RTs may be introduced by a verb of speaking and its subject, a verb of speaking without the subject, or no verb of speaking and no subject. The analysis focuses on how these three choices are employed in the sequential organization of narrative series, narrative participation frameworks, and narrative dramatization. The findings contribute to current understandings about source marking through linguistic devices as an interactional practice in conversations in addition to other resources such as voicing and embodied actions.

Sequence organization and timing of bonobo mother-infant interactions

2013 ◽  
Vol 14 (2) ◽  
pp. 160-189 ◽  
Author(s):  
Federico Rossano
Keyword(s):  
Social Interactions ◽  
Conversation Analysis ◽  
Pan Paniscus ◽  
Human Interaction ◽  
Analytic Framework ◽  
Communicative Behavior ◽  
Sequence Organization ◽  
Sequential Organization ◽  
Communicative Actions ◽  
Participation Frameworks

In recent years, some scholars have claimed that humans are unique in their capacity and motivation to engage in cooperative communication and extensive, fast-paced social interactions. While research on gestural communication in great apes has offered important findings concerning the gestural repertoires of different species, very little is known about the sequential organization of primates’ communicative behavior during interactions. Drawing on a conversation analytic framework, this paper addresses this gap by investigating the sequential organization of bonobo mother-infant interactions, and more specifically, how individuals solicit carries from one another. It shows how bonobos establish participation frameworks before producing a carry request gesture and how the ensuing communicative actions can be organized in adjacency-pair sequences. Moreover, the timing between the initiation of an action and its response is similar to what has been documented in adult human interaction. Finally, it outlines some of the orderly practices bonobos use to deal with the absence of response from the addressed participants in carry sequences. Keywords: adjacency pair; pan paniscus; conversation analysis; gestures; interactional time; sequence organization

Teaching oral requests

Pragmatics ◽  
2013 ◽  
Vol 23 (3) ◽  
pp. 499-517 ◽  
Author(s):  
Eleni Petraki ◽  
Sarah Bayes
Keyword(s):  
Conversation Analysis ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Appropriateness ◽  
Language Classroom ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Everyday Communication

Research in English language teaching has highlighted the importance of teaching communication skills in the language classroom. Against the backdrop of extensive research in everyday communication, the goal of this research was to explore whether current discourse analytic research is reflected in the lessons and communication examples of five English language teaching textbooks, by using spoken requests as the subject of investigation. The textbooks were evaluated on five criteria deriving from research on politeness, speech act theory and conversation analysis. These included whether and the extent to which the textbooks discussed the cultural appropriateness of requests, discussed the relationship of requests and other contextual factors, explained pre-sequences and re-requests and provided adequate practice activities. This study found that none of the coursebooks covered all of the criteria and that some coursebooks actually had very inadequate lessons. The results of the textbook analysis demonstrate that teachers using these five coursebooks and designers of future coursebooks must improve their lessons on requests by using pragmatics research and authentic examples as a guide.

L1-L2 speaker interaction in a study abroad setting

2017 ◽  
Vol 2 (2) ◽  
pp. 263-294 ◽  
Author(s):  
Abigail McMeekin
Keyword(s):  
Study Abroad ◽  
Conversation Analysis ◽  
Eye Gaze ◽  
Communication Strategies ◽  
Family Members ◽  
Host Family ◽  
Linguistic Resources ◽  
Naturally Occurring ◽  
Sequential Organization ◽  
Construct Meaning

Abstract Analyzing approximately nine hours of video-recorded naturally-occurring conversations over eight weeks of study abroad between three L2 speakers of Japanese and their L1 speaker host family members, the present study uses conversation analysis to explore how the participants manage intersubjectivity using communication strategies in word searches. Specifically the study explores the following: (a) how participants deploy, manipulate, and respond to communication strategies as interactional resources used to co-construct meaning and progressively disambiguate the referent sought; (b) how strategies are used within the sequential organization of word searches to guide the trajectory of the search on a turn-by-turn basis; (c) how linguistic and non-linguistic resources such as intonation and eye gaze are used in conjunction with strategies to organize participant structure and relevant action in the unfolding talk; and (d) how a microanalytic, interactional approach can redefine our understanding of how strategic mechanisms are used and labeled in interaction.

Storytelling in multiple contexts

2016 ◽  
Vol 7 (2) ◽  
pp. 297-340 ◽  
Author(s):  
K.K. Luke
Keyword(s):  
Conversation Analysis ◽  
Point Of View ◽  
Fine Grained ◽  
Multiple Contexts ◽  
Sequential Organization ◽  
Single Instance ◽  
The Many ◽  
Favourite Topic

Since Sacks’ pioneering work in the 1970s, storytelling has become a favourite topic of research within conversation analysis. Scholars have examined storytelling from the point of view of sequential organization (Jefferson 1978), participation organization (Goodwin 1984), story co-telling (Duranti 1986, Mandelbaum 1987, Lerner 1992), displays of epistemic statuses (Schegloff 1988), and action formation (M. Goodwin 1982, 1990; Mandelbaum 1993; Beach 2000; Beach & Glenn 2011; Wu 2011, 2012). Work has also been done on the management of storytelling in the context of other, concurrent activities (Goodwin 1984, Goodwin & Goodwin 1992, Mandelbaum 2010, Haddington et al. 2014). The aim of this paper is to apply the many insights that researchers have accumulated since Sacks to the analysis and understanding of a single instance of storytelling in a Cantonese conversation. A detailed, step-by-step unpacking of this story will reveal how the contingencies of an interaction, including the interplay of multiple contexts, may leave fine-grained imprints on the shape and character of a story.

Participation of a Conversation Partner in the Word Searches of a Person With Aphasia

1999 ◽  
Vol 8 (1) ◽  
pp. 62-71 ◽  
Author(s):  
Mary L. Oelschlaeger
Keyword(s):  
Conversation Analysis ◽  
Life Experience ◽  
The Self ◽  
Clinical Implications ◽  
Online Analysis ◽  
Direct Gaze ◽  
Naturally Occurring ◽  
Sequential Organization ◽  
Conversation Partner ◽  
Conversational Sequences

Conversation analysis was applied to answer the question of when and how a conversation partner participates in the word searches of a person with aphasia. Thirty-eight videotaped conversational sequences from eight naturally occurring conversations of a single couple were analyzed. Sequences were characterized by the spouse’s participation in the self-initiated word searches of her partner, who had aphasia. Sequences were analyzed on a turn-by-turn basis to reveal their sequential organization. Results showed that participation was determined by interactional techniques and interactional resources. Interactional techniques included direct and indirect invitations to participate. Direct invitation was constructed via direct gaze or a wh- question. Indirect invitation was constructed with verbal and nonverbal signals, including specific metalanguage and downward gaze. Interactional resources were information states derived from both life experience and online analysis. Research and clinical implications are discussed.

scholarly journals Grumpy Old Ethnographers: A Review of David Silverman ’s A Very Short, Fairly Interesting and Reasonably Cheap Book about Qualitative Research

2015 ◽  
Author(s):  
Rachel Fang
Keyword(s):  
Qualitative Research ◽  
Conversation Analysis ◽  
Research Methods ◽  
Qualitative Research Methods ◽  
Qualitative Inquiry ◽  
Stated Goal ◽  
The Subject

Renowned scholar of qualitative research methods David Silverman delivers an indictment of contemporary qualitative research methods. The book is meant to be an introduction (or “pre - textbook”) to the subject of qualitative research and definitely not a “how - to” manual. In evaluating contemporary qualitative research methods, Silverman’s book primarily focuses on ethnography and conversation analysis. Intentionally personal and biased, Silverman’s plainly - stated goal for this book is to “debunk the accepted understandings” of qualitative research and elicit an interest in the arguments within the field of qualitative inquiry , and he succeeds on both accounts.

Mobile Phones in Action

2020 ◽  
pp. 94-112
Author(s):  
Christian Licoppe
Keyword(s):  
Conversation Analysis ◽  
Mobile Phones ◽  
Mobile Communication ◽  
Research Agenda ◽  
Mobile Technologies ◽  
Communication Research ◽  
Current Development ◽  
First Line ◽  
Mediated Communication ◽  
Sequential Organization

This chapter discusses the research-oriented toward mobile communication and done within the perspective of ethnomethodology and/or conversation analysis (EM/CA). The first line of investigation focuses on the way specific affordances of mobile devices may enable or constrain certain actions and features of the sequential organization of talk. The second one is concerned with understanding how mobile phones and the kind of on-screen resources and events they make available on the move may constitute relevant resources in the organization of activities involving co-present participants. Eventually, to take into account the multiplication of communicative functionalities and social media apps currently available on smartphones and dealing in depth with the example of video-mediated communication, the author sketches the kind of research agenda that could make mutually relevant mobile communication research and EM/CA in the context of the current development of mobile technologies and resources.

scholarly journals Touch in achieving a pedagogically relevant focus in classrooms

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Sara Routarinne ◽  
Pilvi Heinonen ◽  
Ulla Karvonen ◽  
Liisa Tainio ◽  
Maria Ahlholm
Keyword(s):  
Conversation Analysis ◽  
Focal Point ◽  
Institutional Context ◽  
Learning Task ◽  
Secondary Classrooms ◽  
Pedagogical Content ◽  
Teacher Student ◽  
Teachers And Students ◽  
Participation Frameworks ◽  
Pointing Gesture

This article focuses on touch, talk and embodied resources as a means of directing participants’ attention to a focal point in a pedagogical task. The data are drawn from a corpus of approximately 150 hours of video-recorded lessons from primary and lower secondary classrooms in monolingual and multilingual settings in Finland. The data were scanned for episodes of touch that occurred between teachers and students in relation to an ongoing pedagogical agenda. Using multimodal conversation analysis, we identified a complex multimodal gestalt (CMG; Mondada 2014a) consisting of touch followed by a deictic pointing gesture that occurred within an ongoing pedagogical activity. We present three excerpts from different pedagogical contexts that involve such a CMG as a means of directing a recipient’s attention to a pedagogical task. The CMG is relevant for managing attention within an ongoing learning task. We show how this CMG provides parallel participation frameworks without competition for the speaker, and argue that it is a technique for bringing together the teacher, student and content in ways that encourage the recipient’s attention to the pedagogical content. This analysis contributes to the growing body of studies on haptic sociality, especially in the institutional context of education.

Facilitating active engagement in intercultural teleconferences: A pragmalinguistic study of Russian and Irish participation frameworks

2015 ◽  
Vol 12 (4) ◽  
Author(s):  
Lindy B. Comstock
Keyword(s):  
Community Of Practice ◽  
Active Engagement ◽  
The Subject ◽  
Participation Frameworks

AbstractTaking the Russian and Irish teleconference team of a multinational IT company as the subject of analysis, this paper problematizes the assumption that a community of practice (

Psychotherapist’s empathic responses to client’s troubles telling/feelings talk in psychotherapy: A conversation analysis

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Yijin Wu
Keyword(s):  
Conversation Analysis ◽  
The Troubles ◽  
Sequential Organization ◽  
Research Findings ◽  
Part Structure

AbstractUsing the method of conversation analysis, this study has examined the sequential organization of empathic talk in psychotherapy, analyzed its turn design as well as investigated its variations on turn construction. The empathic sequence can be characterized as a four-part structure: (1) the therapist soliciting troubles/feeling telling from the client; (2) the client’s report on the troubles/feelings talk; (3) the therapist’s empathy, and (4) the client’s response. Moreover, in addition to its unmarked turn construction “empathic talk without prefacing”, this study has found empathic talk takes on other three types of turn construction including so-prefaced empathic talk, particle-prefaced empathic talk and particle(s)+so-prefaced empathic talk. The research findings could reveal the interactional details of empathy in psychotherapy and thus contributes to the understanding of the nature and process of psychotherapy and counselling.

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