Conversation Analysis, Talk-in-interaction

RESUMO: Neste artigo, revisamos, em linhas gerais, as noções básicas que norteiam os estudos que se valem da abordagem teórico-metodológica da Análise da Conversa, ou como vem sendo chamada mais recentemente pelos seus pesquisadores, dos estudos da fala-em-interação. Revisamos conceitos básicos que orientam as análises baseadas em eventos interacionais para entender como as pessoas realizam ações através de suas falas. Além disso, apresentamos possíveis contribuições do arcabouço através de análises que já vem sendo realizadas no Brasil e também no exterior em dois contextos específicos: em interações na área da saúde e em interrogatórios policiais. PALAVRAS-CHAVE: Análise da Conversa; fala-em-interação; Linguística Aplicada. INTRODUÇÃO Neste artigo, pretendemos apresentar, em linhas gerais, os pressupostos que norteiam os estudos que se valem da metodologia da Análise da Conversa (doravante AC), ou como vem sendo chamada mais recentemente pelos seus pesquisadores, Estudos de Fala-em-interação. Essa nova nomenclatura parece englobar mais propriamente os objetivos dos estudos realizados sob essa perspectiva. É importante ressaltar que existem ainda poucos estudos aplicados em AC no Brasil e ainda menos publicações dedicadas a apresentar a AC introdutoriamente. Recentemente, a coletânea Fala-Em-Interação Social: Introdução à

Psychiatric practitioners are currently encouraged to adopt a patient centered approach that emphasizes the sharing of decisions with their clients, yet recent research suggests that fully collaborative decision making is rarely actualized in practice. This paper uses the methodology of Conversation Analysis to examine how psychiatrists justify their psychiatric treatment recommendations to clients. The analysis is based on audio-recordings of interactions between clients with severe mental illnesses (such as, schizophrenia, bipolar disorders, etc.) in a long-term, outpatient intensive community treatment program and their psychiatrist. Our focus is on how practitioners design their accounts (or rationales) for recommending for or against changes in medication type and dosage and the interactional deployment of these accounts.  We find that psychiatrists use two different types of accounts: they tailor their recommendations to the clients’ concerns and needs (client-attentive accounts) and ground their recommendations in their professional expertise (authority-based accounts). Even though psychiatrists have the institutional mandate to prescribe medications, we show how the use of accounts displays psychiatrists’ orientation to building consensus with clients in achieving medical decisions by balancing medical authority with the sensitivity to the treatment relationship.

Dear Dr. Mitul, The EMN Meeting is proud to announce that the EMN Meeting on Energy and Sustainability 2016 will be held during November 28 to December 2, 2016 in Osaka, Japan, providing an excellent platform to bring together professional participants all over the world. On behalf of the conference chairs and committees, we would like to invite you to give an invited talk for EMN Meeting on Energy and Sustainability 2016. For detailed information please visit: http://emnmeeting.org/Energy-and-Sustainability/. EMN Meeting on Energy and Sustainability aims to gather thought societies, industries and academics, including well-known experts, developers and scientists to present the latest research results, present achievements, application fields and business prospects in Energy and Sustainability Research and Technologies. EMN Meeting on Energy and Sustainability welcomes all researchers, industrialists, scientists as well as student and corporate delegates to participate and to have a great experience. The conference includes Keynote Lectures, Invited Talks and Poster Presentations. It is a great opportunity to reach the largest assemblage of participants from the field of Energy Sustainability. Conducting presentations and exchanging information devote efforts of the developments of Energy Sustainability. Now we have set 6 workshops for the conference: Renewable Energy, Wind Energy Conversion, Biofuels, Energy Policies, Energy Storage and New Energy Sources. And you could also recommend a new workshop. Please send me a tentative title of your invited presentation and which workshop is more appropriate for you if you could accept our invitation. We are sure that your contribution can add an important dimension to the topics of this conference and looking forward to hearing from you soon.

A MULTIMODAL ANALYSIS OF THE MM TOKEN IN CHILEAN SPANISH INTERACTION

What are the interactional outcomes of the use of nonverbal and verbal behaviour in combination? We answer this by looking at how Mm, a token with minimal lexical content, is used in the context of assessing food from a multimodal perspective combining interactional linguistics and the study of gaze and facial expression.
The uses of Mm have been widely studied in English (Stubbe, 1998; Wiggins, 2002; Gardner, 2001; Gardner, 2010) and are said to range from response to non-response tokens, with prototypical prosodic shapes that vary in length and intonation contour. We pay attention to the degustatory Mm (Gardner, 2001; Wiggins, 2002), and Mm used as a weak acknowledger, as a continuer, and as a weak assessment (Gardner, 2001; 2010).  Although these uses provide the basis to build off from, in face-to-face interaction, embodied action also plays an important role that has been widely neglected.
The data was obtained through an innovative experiment where six pairs of Chilean participants were audio and video recorded for twenty minutes as they sampled British foods unknown to them. They tried each food at the same time and discussed what they thought of it. Finally they came to a joint ranking of these products to produce sequences of agreement and disagreement as this data was gathered for a larger project on the role of gaze in the production of assessments.
We used a combined methodological approach including the sequential techniques of Conversation Analysis (CA) to identify instances of Mm, their sequential location and their sequential positioning within the larger evaluative practice. We used the phonetic techniques of impressionistic observation and acoustic analysis to measure prosodic features. Finally we used the GAT2 (Selting et al. 2011) transcription system to capture the detail of talk-in-interaction, the temporal and sequential order as well as the multimodal details of embodied action.
Some of the main findings are that Mm is used to display a positive evaluation of food, and as an assessment that aims at mobilising a second assessment from the interlocutor when intensified with gaze.  Mm also displays a negative stance in food assessments with a distinctive prosodic shape, head movements and facial gestures. In other instances Mm expresses acknowledgement or agreement, matching what Gardner (2001, 2010) has described. Particularly interesting findings position Mm as marking incipient speakership when eating gets in the way of talking. 
The findings of this research improve our understanding of language as multimodal, proving multiple channels (prosodic features, visible actions, the management of sequence organisation and interactional relevancies) contribute to the construction of meaning in a language that has not been subject to this kind of study and to the way some interactional practices work in different languages. 

REFERENCES
GARDNER, ROD. 2001. When Listeners Talk. Amsterdam: John Benjamins Publishing Company.
GARDNER, ROD. 2010. The Conversation Object Mm : A Weak and Variable Acknowledging Token. Research on Language & Social Interaction 30(2).37–41.
SELTING, MARGRET; PETER AUER; DAGMAR BARTH-WEINGARTEN; JÖRG BERGMANN; PIA BERGMANN; KARIN BIRKNER; ELIZABETH COUPER-KUHLEN; et al. 2011. A system for transcribing talk-in-interaction: GAT 2 translated and adapted for English by Elizabeth Couper-Kuhlen and Dagmar Barth-Weingarten. Gesprächsforschung 12.1–51.
STUBBE, MARIA. 1998. Are you listening ? Cultural influences on the use of supportive verbal feedback in conversation. Journal of Pragmatics 29.257–289.
WIGGINS, SALLY. 2002. Talking With Your Mouth Full: Gustatory Mmms and the Embodiment of Pleasure. Research on Language & Social Interaction 35.311–336.

Drawing from a corpus of naturally occurring parent–child interactions, this paper documents a common verbal practice used by US dual-earner parents to issue an early inquiry into children’s homework. This practice is analyzed as a first discursive move to get homework accomplished. The analysis of this practice shows that parents’ topicalizations of homework most often occur early in the afternoon and function to gauge the amount of homework that needs to be done and then allow the parent to initiate a sequence that plans for the doing of the homework into the rest of the day’s activities. This practice starts a sequence of talk that illustrates the often difficult path that parents negotiate between retaining parent control and responsibility for the completion of homework, and socializing child autonomy. I also argue that this verbal practice is an indication of the degree to which parents orient to homework as an organizer of family activity on afternoons. Finally, this practice has implications for documenting the ways in which directives are not isolated utterances, but can in parent–child interaction be situated within a larger sequence of sequences in order to initiate activity.

Goffman's work on footing has paved the way to specifying the analytic concepts of speaker and hearer in social interaction. This article empirically examines participants' momentby-moment negotiated understandings of speakerhood in the context of conversational repair-sequences of talk dedicated to resolving problems of hearing, speaking, or understanding. I demonstrate that participation in repair sequences reflects interactants' orientations to socially distributed rights to knowledge, or epistemics. Even though speakers are ordinarily entitled to speak on their own behalf and, thus, to repair their own talk, the application of this right is a contingent, negotiated, and sometimes contested matter. Using the methodology of conversation analysis to examine a large corpus of video-recorded English, Russian, and bilingual multiparty interactions, I show how asymmetries in participants' experiences and expertise are drawn upon in the process of repair resolution, suggesting a respecification of the notion of ''self'' as it pertains to repair.

Disagreements are integral to fruitful team collaboration but have rarely been studied within actual team interactions. We develop a temporal account of how disagreement episodes begin and are resolved during team interactions, testing explanatory factors at multiple levels: team context (team conflict states and team productivity), individual characteristics and perceptions (individual status and perceptions of team viability), and behavioral patterns (problem solving versus off‐task communication) with a statistical discourse analysis of 32,448 turns of talk by 259 employees during 43 team meetings. As hypothesized, problem‐solving behaviors (e.g., describing problems and proposing solutions) ignited content disagreements, often by participants who perceived greater team viability. In contrast, after off‐task behaviors or talk by higher status team members, participants started fewer content disagreements. Moreover, content disagreements started by higher status individuals were more likely than those started by others to be resolved with agreements, especially via agreements with higher status individuals. Also, problem‐solving behaviors facilitated the resolution of disagreement episodes with agreement, whereas off‐task behaviors hindered them. Contrary to our hypotheses, team conflict states and productivity were not linked to starting or ending disagreements. We discuss the conceptual and methodological importance of capturing team interaction dynamics at work and derive practical implications for managing content disagreement.

The goal of this special issue is to examine how certain modes of classroom dialogue might contribute to students' learning outcomes. The articles in this special issue share the idea of classroom talk as a problem-oriented dialogue. In other words, an interactional configuration based on exchanges among students and teachers that go beyond the predominantly monologic approaches of classroom talk. In each of the contributions to this special issue, different types of learning outcomes were studied as a result of specific ways of orchestrating classroom dialogue. All in all, the studies in this special issue yield a picture of the field as a productive research area: they provide evidence for the plausibility of the assumption that dialogic orchestrations of classroom talk may produce various desired learning and developmental outcomes in students, depending on what outcomes we want to articulate, and how they are assessed. Although the studies in this special issue yield promising results for future improvements of classroom practice more (preferably longitudinal) research is required.

The Danish pronoun de and its inflections are traditionally described as 3rd person plural, but, as this article demonstrates, it is also used as a gender neutral 3rd person singular pronoun. As this pronoun - termed singular de - has not been documented or described in the literature thus far, the purpose of this article is to provide a grammatical description and analysis of singular de and its referential use in interaction. This is based on 104 occurrences of singular de in naturally occurring conversation. It is found that singular de is used with both generic and specific reference, and that interlocutors may use singular de to avoid indexing gender and orienting to it as a relevant topic in talk-in-interaction (gender-unspecified reference) or to index the referent's gender as neither male nor female (gender-specified reference). The article also parallels between singular de and English singular they, as well as sociolinguistic variation in the use of singular de which could be topics for future studies.

Discussions about ‘athlete-centered’ coaching and ‘coach-centered’ coach education have started to gain increasing popularity in the field of coaching science. While it has been suggested that these ‘learner-centered’ approaches arguably align with the theoretical ideals of humanistic psychology, an in-depth examination of the implications of this learning orientation to sports coaching remains elusive. Rather, discussions have tended to be detached from theory, focusing instead on practices and methods. In light of this development, the present paper provides a detailed and critical overview of one of the leading humanistic thinkers’ work, namely Carl Rogers, in order to consider what implications his theorising about ‘person-centered’ learning could have for the development of athletes and coaches. In doing so, we hope that this article will serve to advance understanding and theoretically underpin what have tended to be largely a-theoretical and superficial discussions about ‘athlete-centered’ coaching and ‘coach-centered’ coach education.

Cet article présente une recherche sur l'organisation sociale des appels publics aux services d'urgence et se concentre sur la fonction constitutive de la conversation au cours de l'«appel au secours». Les auteurs examinent comment ces sujets de conversation peuvent eux-mêmes devenir problématiques pour les interlocuteurs.

The validity of interview data for social science research is under sophisticated critique. In this article, verbal interaction in semi-structured interviews (SSIs) is compared to that in naturalistic conversation in terms of participant use of and response to indirect complaints (ICs). SSIs are analyzed with Boxer's (1993a&c) IC coding scheme and compared to her findings on conversational data. Interviewees are demonstrated to communicate like friends as opposed to strangers, intimates, or other possibly unique pattern. The SSIs are also shown to be asymmetric in that interviewers focus on topic control although, at times, respond to ICs in more normative ways through offering different kinds of commentary. The pattern of interviewer commentary mirrors that of the conversational data except in relation to the dearth of commiseration in the SSIs. In conclusion, the value of this analysis is that it suggests, tentatively, that interviewee contribution within SSIs might, in some situations, be extrapolated to one particular kind of everyday interactional context—communication between friends— although the asymmetry of the interaction demonstrates its institutional nature.

In this chapter, we examine a significant shift in research in the learning sciences, mathematics education, and science education that increasingly attends to the co-construction of power and learning. We review articles in these fields that embody a new sense of theoretical and methodological possibilities and dilemmas, brewing at the intersections of critical social theory and the methodological approaches of interaction analysis and microgenetic analysis. We organize our review into three thematic categories: (1) the dynamic construction of identity and ideology, (2) attending to the organization of a learning environment, and (3) leveraging and repurposing tools. Reading across these thematic areas, we identify and outline a burgeoning subfield that we term critical interaction and microgenetic analysis. By bringing this collection of articles together, this chapter provides collective epistemic and empirical weight to claims of power and learning as co-constituted and co-constructed through interactional, microgenetic, and structural dynamics. In our conclusions, we suggest six analytical commitments that are important to hold when engaging in critical interaction and microgenetic analysis.

A serious problem faced in the service of emergency phone calls stems from potential language barriers, which can severely impede the operator in collecting and processing important information, and in decision making for emergency management. The phenomenon of foreign-language barriers is increasing due to the growing number of tourists and immigrants, placing emergency services under constant pressure. The main aim of this paper is to focus on the ways in which callers and call-takers interact to achieve mutual understanding during emergency calls. Conversation analysis is conducted on sample authentic calls which were audio-recorded as part of ongoing research to investigate the presence of language barriers, the role played by professional interpreters in rendering callers' narratives and the importance of their training for better service delivery. Analytical findings suggest that in emergency medicine caller-call taker communicative strategies can be effective in overcoming language barriers, and that time pressure causes professional interpreting to be the last solution .

Tasks that promote a collaborative communication strategy may help learners produce more accurate and fluent language in conversation with foreigners. To develop my Japanese learners' awareness of this strategy, I designed a syllabus with a range of one-way tasks in which they practised making repairs to each others' communication breakdowns. Use of this strategy allowed increasing accuracy, fluency and discourse equality across two intercultural parties.

This study is primarily concenrned with applying Genette’s narratological framework of time to the study of William
Faulkner’s A Rose for Emily. This study aims to provide insights about the time shift processes in this short story.
Moreover, since time is a component of narratology, this study will be concerned with discussions about ‘narratology’
and ‘narrative’, too. The study falls into two parts. The first section is allocated to the theoretical concepts of
‘narratology’, ‘narrative’, and ‘time’: ‘Narratology’ which is the study of narrative structures, includes many elements
such as mood, voice, narration, as well as time (which is the focus of this study). ‘Narrative’ is the product of narration
and it is what narratologists study and analyze. Furthermore, ‘time’-the main focus of this paper-will be elaborated on
and then identified in A Rose for Emily based on Genette’s two fundamental dichotomies of ‘story time’ and ‘discourse
time’. These theoretical discussions are taken into consideration while analysis of A Rose for Emily. The second section,
will be devoted to the analysis of time using Genette’s model on Faulkner’s A Rose for Emily. For this aim, Genette’s
concept of time which is classified into categories of order, duration, and frequency as well as their subcategories
(which are already explained in the first section), will be identified and the shifts that have occurred will be determined.
Keywords: narratology, narrative, time shift, Genette’s model, A Rose for Emily

"Who’s Swearing Now? represents an investigation of how people actually swear, illustrated by a collection of over 500 spontaneous swearing utterances along with their social and linguistic contexts. The book features a focus on the use of eight swear words: ass, bitch, cunt, damn, dick, fuck, hell, shit and their possible inflections or derivations, e.g., asshole or motherfucker, offering a solution to the controversial issue of defining swear words and swearing by limiting the investigation to the core set of words most common to previous swearing studies. The specific focus results in accurate depictions of contextualized swearing utterances. Precise frequency counts are thus enabled which, along with offensiveness ratings of contextualized and non-contextualized swearing, enable a clarification of The Swearing Paradox, referring to the phenomenon of frequently used swear words also being those which traditionally are judged to be the most offensive.

The book revisits the relationship between gender and swear word usage, but considers the distribution based on the core subset of swear words, revealing similarities where others have claimed differences. Significantly, Who’s Swearing Now? considers the aspect of race with regards to swear word usage, and reveals behavioral differences between, for example, White and African American males and females with regards to word preferences as well as social impetuses for and effects of swearing. Questionnaire and interview data supplement the swearing utterances, revealing participants’ individual credos about their own use or non-use of swear words and, interestingly, about others’ allowed or ideally prohibited use of swear words. These sets of data present thought-provoking and often entertaining statements regarding the unwritten set of rules governing swearing behavior. Who’s Swearing Now? concludes with close analyses of four recent and highly publicized incidences of public swear word usage, considered in light of the spontaneous swearing utterances, speaker and addressee variables such as gender, race and age, and perceptions of offensiveness and propriety."

PhD Dissertation. Thessaloniki: Enyalio Foundation, Aristotle University of Thessaloniki, 2011.

This dissertation examines the methodic construction of the social identity old person in everyday talk. It combines two strands of the Ethnomethodological study of talk-in-interaction (Garfinkel 1967), i.e. Conversation Analysis (Sacks, Schegloff and Jefferson 1974) and, especially, Membership Categorization Analysis (Sacks 1992), to analyze authentic conversational data culled from both everyday encounters and television programmes. The ethnomethodological perspective is further supplemented by Communication Accommodation Theory (Coupland, Coupland and Giles 1991), which has also concerned itself with the study of identity and ageing, as well as the concept of ‘face’ (Brown and Levinson 1987), which is equivalent to the conversation analytic notion of ‘preference’. Within this theoretical framework, identity is seen as indexical and occasioned, rather than as being a person’s essence. Depending on the interactional circumstances, the elderly and middle-aged members employ various methods in their attempt to construct an age identity: they claim, denounce or change membership in the categories of old/middle-aged/older person and the accompanying activities/attributes bound to them; they tell or refuse to tell their chronological age; they embark on age related troubles-telling and storytelling. The pay-offs might be different, but each time, the relevance of any age identity ultimately rests with the participants to a situated interaction, who may either ratify or resist it through their interactional moves. In any case, both speakers’ and recipients’ methods are inevitably informed by broad sociocultural considerations, and especially ageist stereotypes and expectations.

This paper provides a worked exemplar of psychotherapy research using the approach of conversation analysis inspired discourse analysis (CA/DA), sometimes known as discursive psychology (Edwards & Potter, 1992; Potter, 2003; Potter & Wetherell, 1987). The aim of the paper is to explore the potential usefulness of discursive analysis for qualitative psychotherapy research within a relational centred ethos. The paper presents an analysis of extracts from a case of psychodynamic-interpersonal psychotherapy based on Hobson’s (1985) conversational model. This model has a particular relational focus in assuming clients’ problems arise from relationship disturbances and that the therapeutic encounter is a vehicle for the manifestation, exploration, and modification of such problems. The model is conversational in that intervention consists of therapists’ use of strategies such as negotiation, metaphor, and development of a ‘common feeling language’...

This short, introductory paper presents an up-to-date account of works within the field of Applied Linguistics which have been influenced by a Conversation Analytic paradigm. The article reviews recent studies in classroom interaction, materials development, proficiency assessment and language teacher education. We believe that the publication of such a special journal issue is timely, since Conversation Analysis has been one of the most influential methodologies in recent Applied Linguistic research, as can be seen by the growing number of publications appearing in various journals.

This article reports on the use of syntactically incomplete utterances in talk-in-interaction as a resource for doing two sorts of inquiries: seeking information and initiating repair. The element inquired about is made relevant next, and typically given by the addressee, in the form of a completion fitted to the incomplete utterance. Using a vernacular term, the practice could be referred to as "asking a fill-in-the-blank question," where syntactic structure is distributed across question and answer. It is shown how transition relevance places can be set up in the absence of syntactic completion and how fill-in-the-blank questions thereby differ from other types of collaborative productions. The particular import and usefulness of incomplete utterances is demonstrated relative to other resources. The phenomenon shows that syntactic completion and turn completion need not coincide and illustrates how questions can constrain the form of answers through projection. Data are in French with English translation.

https://benjamins.com/catalog/pbns.142

“This book demonstrates conclusively and richly the importance of studying language in particular situations in order to understand the production of meaning. It makes conversation analysis central to any account of practice, and I find this a very bold but well-supported view. An adequate account of human practice is an important goal and one that language scholars and scholars of pragmatics have a lot to contribute to. It's very well written and very erudite. This is an excellent book, which will be of great interest to many anthropologists, linguists, sociologists, communication and language scholars, as well as students of language use.” Elizabeth Keating, The University of Texas at Austin

“An excellent book that makes a real contribution to a range of fields (linguistic anthropology, ethnography, conversation analysis, the sociology of knowledge, etc.). Among the book's strengths is its integration of detailed analysis of language structure and the organization of talk with crucial issues in philosophy and ethnography. (...)This is an important book that makes genuine substantive contributions and opens up important topics for discussion in a range of fields.”  Charles Goodwin, UCLA

bstract Goffman's work on participation marks a watershed in linguistic studies on speaker and hearer roles in interaction, both in everyday conversations and in media discourse. Goffman is thus widely credited for having expanded the dyadic (speaker -hearer) model of communication.

This article extends prior conversation analytic research on the preference organization of sequence-initiating actions. Across two languages (English and Russian), this article examines one such action: explicitly soliciting an account for human conduct (predominantly with why-type interrogatives). Prior work demonstrates that this action conveys a challenging stance towards the warrantability of the accountable event/conduct (Bolden and Robinson, forthcoming). When addressees are somehow responsible for the accountable event/conduct, explicit solicitations of accounts are frequently critical of, and thus embody disaffiliation with, addressees. This article demonstrates that, when explicit solicitations of accounts embody disaffiliation, they are systematically 'withheld' and, thus, can be characterized as 'dispreferred' actions. This article also examines: a) deviant cases, where account solicitations are not withheld, which is a practice for embodying aggravated disaffiliation; and b) negative cases, where account solicitations actually embody affiliation, and as such are typically treated as preferred actions and not withheld.

Esse estudo analisa a coconstrução da interação entre entrevistada surda e entrevistador ouvinte e, também, as formas de perguntar e de responder no percurso interacional. A fundamentação teórica estará centrada nos estudos da Fala-em-Interação, com foco nas categorias analíticas de perguntas, respostas, afiliação e desafiliação. A metodologia de pesquisa é qualitativa e interpretativista, com geração de dados em entrevista de pesquisa. Os resultados apontam que ocorrem: (i) pedidos de relatos do entrevistador ouvinte para a entrevistada surda sobre as suas experiências interacionais em espaço escolar; (ii) momentos em que a entrevistada surda não responde às perguntas do entrevistador ouvinte, demonstrando desafiliação no percurso interacional; (iii) momentos de sobreposições das sinalizações/falas, entre os participantes, denotando falta de atenção ao tópico selecionado e, em outros momentos, os interactantes afiliam-se e coconstroem detalhes da narrativa de conflito.

This paper provides an analysis of swearing in casual conversation using both a pragmatic and a conversation analytic methodology using Gail Jefferson's 'Laughter in Interaction' study as a template. This dissertation helps to add to the growing body of research stating that swearing is not simply due to outbursts of emotion, but is a controlled phenomena, governed by observable rules.

This article considers a practice in French talk-in-interaction, formally characterized as other-repeats prefaced by the change-of-state particle 'ah'. The target practice accomplishes a claim of receipt, while at the same time indexing as somehow inadequate a previous turn by the receipt speaker. Evidence drawn upon includes: (i) the sequential locations of the examined phenomenon; (ii) ensuing developments of the sequence, wherein the indexed inadequacy is more explicitly acknowledged; and (iii) the discriminability of the focal practice with respect to alternative practices. Two phonetically distinguished variants of the practice, and their respective sequential projections (‘problematizing’ topicalization or ‘accepting’ closure), are discussed. This article contributes to the study of how intersubjectivity is managed and administered by participants, and to research on the management of accountability for producing ‘adequate’ turns and actions. Finally, it addresses ongoing discussions concerning the analysis of multiple actions (first- and second-order) conveyed simultaneously in single turns.

This paper contributes to the study of the interactional functions of so-called formulations, while at the same time proposing an account for variability in phonetic design with reference to the observable interactional and sequential structure of talk. Two types of formulations are identified: final rise formulations and rise–fall formulations. The two categories differ in terms of intonational form as well as next-turn treatment and sequential location. While final rise formulations are used to solicit elaborate confirmations, rise–fall confirmations are responded to with mere confirmation. The two types of formulations can be described as projecting expansion relevance and closing relevance, respectively. The categorization is empirically warranted by means of participant orientation in both typical and deviant cases, demonstrating the robustness of the phenomena. The paper argues that linguistic design is inextricably linked to interactional functions, and that the former cannot be fully understood without consideration of the latter.

This article examines affirming answers to polar (yes/no) questions in Russian, that is, responses that confirm or agree with the propositional content of the question. Drawing on a corpus of telephone conversations and using the methodology of Conversation Analysis, I analyze question-answer sequences that are initiated by polar interrogatives whose focal action is to seek information or confirmation of a particular state of affairs. In Russian, a simple affirmation can be accomplished via either a response token (da/yes or net/no) or a repetition of the question’s focal element (“echo repeat”). The article first examines responses that simply affirm the informational content of the question. Then, I analyze three ways in which affirmative responses may resist the question: by conveying an incongruent evaluative stance, and incongruent epistemic stance, or by disattending its action implications. This article sheds light on the organization of questioning and answering in Russian conversation and advances our understanding of agreement as a social action more generally.

Die Art und Weise, wie Menschen miteinander interagieren, ist seit langem Gegenstand interdisziplinärer Forschung. Die vorliegende Arbeit greift auf diese Ergebnisse und Methoden unterschiedlicher Forschungs- und Fächertraditionen zurück, um so den Gegenstand des "Interaktionalen Planens" als einer speziellen Form der Interaktion angemessen untersuchen zu können. Dazu wurde das eigens für diese Studie erstellte Korpus von face-to-face-Interaktionen (FTF) und computervermittelten Interaktionen (CVK), in denen Versuchspersonen eine gemeinsame Aufgabe mit Planungsanteilen (das gemeinsame Erstellen eines PowerPoint-Vortrages) bearbeiteten, zunächst mit Hilfe der Gesprächsanalyse untersucht, bis ein Handlungsschema des Gesprächstyps abgeleitet werden konnte.
Nach der Einleitung wird im 2. Kapitel der Begriff "Interaktionales Planen" hergeleitet und definiert, unter Rückgriff auf die bereits etablierten Planungsbegriffe aus Philosophie, funktionaler Pragmatik, Handlungstheorie und Psychologie. Dabei konnte ein Desiderat der Beschreibung von Planungshandlungen auf der Meso-Ebene des Gesprächs festgestellt werden. Auf dieser Ebene setzt das Konzept des Interaktionalen Planens an.
Anschließend werden die für diese Arbeit relevanten Befunde aus der CVK-Forschung, wobei auch die Erforschung der Telefonkommunikation als "historischem Vorläufer" der CVK mit berücksichtig wird, dargestellt. Weitere Schwerpunkte dieses Kapitels bilden die interdisziplinären Strömungen der computer supported cooperative work (CSCW) und der human computer interaction (HCI) sowie die Befunde aus Soziologie und Linguistik. Aus dem Studium der Literatur geht hervor, dass häufig Befunde aus einer Disziplin nicht in eine andere übertragen werden. Dies gilt insbesondere für den Bereich der Methoden, der daher mit dieser Arbeit erweitert werden soll.
Kapitel 4 enthält die Befunde zum kooperativen Schreiben. Aus diesem Forschungsfeld stammt der wichtige Hinweis, auf verschiedene Arbeitsweisen in den Interaktionen zu achten. Außerdem ist diese Forschungstradition im Gegensatz zu den bisher genannten theoretischen Säulen diejenige, die hauptsächlich mit qualitativen Methoden arbeitet und somit auch für die methodische Ausrichtung der vorliegenden Arbeit essentiell war, welche daran anknüpfend im 5. Kapitel erläutert wird. Hier wird zunächst die Kombination quantitativer und qualitativer Verfahren thematisiert, bevor das für diese Untersuchung spezifische Setting vorgestellt wird. Die verwendeten Interaktionen fanden unter quasiexperimentellen Bedingungen an der Universität Bielefeld mit studentischen Probanden statt. Sie wurden gebeten, gemeinsam mit einem zweiten Probanden eine PowerPoint-Präsentation zu erstellen, mit der sie die Universität Bielefeld Studienanfängern vorstellen können. Ein Teil der Interaktionen (mit den Nummern 01 bis 10) wurde als FTF-Interaktion an einem Laptop gestaltet, der zweite Teil der Interaktionen wurde als CVK-Interaktion mittels einer Shared-Desktop-Umgebung und einer Audioverbindung zwischen zwei Büros mit Desktop-PCs realisiert. Die Interaktionen wurden mit Videokamera und Bildschirmaufzeichnungsprogrammen dokumentiert.
Im 6. Kapitel wird der qualitative Teil der Analyse präsentiert. Hier bildet eine Fallstudie der Interaktion 04 den Schwerpunkt. Davon ausgehend wurde das Handlungsschema entwickelt, das in Kapitel 6.4 zusammengefasst wird. Durch die qualitative Analyse konnte das Konzept des "Interaktionalen Planens" um die vier Ausdifferenzierungen Mikroplanung, Makroplanung, Arbeitsplanung und Vortragsplanung erweitert werden. Anschließend wurde dieses Handlungsschema für die quantitative Analyse (hier deskriptive Statistik) und ein neues Visualisierungsverfahren aufbereitet. Die qualitativ entwickelten Kategorien bilden also das Fundament für die quantitative Analyse, die wiederum die zuvor ermittelten Befunde stützen kann.
Im Kapitel 7 wird nun zunächst diese Methodik vorgestellt. Daran schließen sich die Ergebnisse der quantitativen Analyse und der Visualisierung an. In den beiden folgenden Kapiteln werden zum Einen der Vergleich der beiden Interaktionsbedingungen FTF und CVK und die Konsequenzen für die weitere Erforschung der CVK thematisiert. Zum anderen finden sich dort die Befunde zum interaktionalen Planen und die Konsequenzen für die weitere Erforschung von Planungshandlungen im Gespräch. Da es sich bei beiden Interaktionsformen um mündliche Interaktionen handelte, wurden keine gravierenden Unterschiede hinsichtlich der Bearbeitungsdauer, der Vorgehensweisen der Probanden oder Ergebnisse der Interaktionen zwischen den Bedingungen erwartet. Dies konnte auch so gezeigt werden. Anschließend wurden die Interaktionen auf ihre Aussagekraft bezüglich des interaktionalen Planens hin analysiert. Hier konnten, wie erwartet, die vier spezifischen Planungsaktivitäten Mikroplanung, Makroplanung, Arbeitsplanung und Vortragsplanung auf ihr Vorkommen hin untersucht werden. Dabei zeigte sich, dass die Mikroplanung jeweils den größten Teil der Zeit beanspruchte, wohingegen Arbeits- und Vortragsplanung – insbesondere an den Gesprächsanfängen – nur selten auftraten.
Das letzte Kapitel enthält die Resultate der Studie im Überblick. Des Weiteren wird auf die spezifische Methodenkombination und deren Eigenschaften eingegangen und ein Ausblick gegeben auf mögliche weitere Untersuchungen anhand der erhobenen Daten. Im Anhang schließlich befinden sich die Instruktionstexte und das Datenblatt für die Probanden, eine Übersicht über das Korpus mit allen Aufzeichnungen und deren Bearbeitungsstatus (Transkript, Annotation) sowie eine CD-ROM mit den von den Probanden erstellten Folien, den angefertigten Transkripten, den Annotations-Dateien sowie dem zur Visualisierung verwendeten PHP-Skript.

"Es conocido que la comunicación no verbal involucra el uso de expresiones faciales, gestuales y posturas para comunicar intenciones, objetivos, sentimientos e ideas; lo que permite reforzar un mensaje dentro de una dinámica de diálogo. Las habilidades de comunicación no verbal son propias de los seres humanos y por más de una década los investigadores han intentado transferir dicha riqueza a un personaje virtual, y a través de esto facilitar la comunicación hombre-máquina.
En la actualidad la comunicación no verbal juega un papel importante en el desarrollo de personajes virtuales, debido a que es un medio que permite mostrar rasgos de personalidad, manifestar un estado de ánimo y reforzar la expresión verbal, buscando así un vínculo de empatía entre el usuario y el personaje.
En esta tesis se desarrolló una metodología para identificar a través de un diseño experimental y una serie de pruebas estadísticas, el conjunto mínimo de atributos que permita caracterizar las expresiones gestuales semióticas (brazos y manos) de personajes virtuales, considerando la influencia de la personalidad, el estado emocional y actos del habla. Los resultados de esta investigación muestran que el conjunto mínimo con el que se caracterizó a la expresión gestual permite discriminar entre gestos deícticos e icónicos.
La integración de los rasgos de personalidad y estado emocional durante el proceso de caracterización tiene como propósito emular la riqueza de la comunicación humana, buscando tornar creíble al personaje virtual y por consiguiente incrementar la inmersión en el mundo virtual en el que se desenvuelve el personaje."

This paper is a talk-in-interaction investigation of the multimodal design of peer correction in reading picture books. The focus is on what Erickson (1982a) calls the double functionality of moves involved in engaging in a learning task, where one aspect is subject matter content (e.g., correction of a misread word) and the second is a social relational aspect. In examining these features of children’s peer reading, Goffman’s (1981) notion of footing is applied so as to explore the diverse modalities through which children establish their own social order. This paper argues that by locating the achievement of reading a new word within the situated activity of reading with a peer, we are able to see children’s competence and agency in enacting an environment for language and literacy learning. The evidence presented to support this argument draws into question dominant characterizations of peer talk in classroom settings as being “unproductive” or “impoverished.”

This article provides an empirical demonstration of the saliency of epistemics to two core conversational organizations, turn-taking and repair. To that end, I examine cases in which a participant of a multiparty conversation intervenes into a repair sequence to respond to a repair initiation addressed to the trouble-source speaker, that is, in violation of the turn-taking rules, without having an epistemically grounded entitlement to do so. I show that such interventions enact a range of corrective actions visa -vis the repair initiation, such as contesting and correcting assumptions or understandings conveyed by the repair initiation. In providing these corrections 'out of turn', the intervening speakers demonstrate their own attentive recipiency or cultural expertise and, at the same time, expose the repair initiator's interactional faux pas. The analysis demonstrates the procedural consequentiality of epistemic considerations (such as who knows, should know and has the right to know what) for the interlocutors – and, thus, the necessity to incorporate them into an empirically grounded analysis of their actions.

This article provides a conversation analytic description of a previously unstudied conversational action: 'articulating the unsaid' via and-prefaced formulations of other people's talk. Contributing to the extant research on formulations and on interactional functions of discourse markers, the article shows that and-prefaced formulations accomplish a distinct conversational action that has the following features: these formulations are assertions about the addressee's domain of knowledge that perform a repair operation in the form of a request for confirmation; they articulate a 'missing' element of the addressee's preceding talk (which is, typically, an extended informing turn); what is being formulated is claimably inferable from the prior talk; moreover, such formulations extend the addressee's course of action on his/her behalf. The article describes compositional and sequential features of and-prefaced formulations and how they shape interactional trajectories of in-progress courses of action.

In den Inkongruitätsexperimenten von Harold Garfinkel werden stabile Alltagssituationen durch künstliche Ereignisse gestört und Krisen herbeigeführt (vgl. z.B. Garfinkel 1980(vgl. z.B. Garfinkel , 1963(vgl. z.B. Garfinkel , 1952). Seinen Experimenten liegt ein Konzept von Missverständnissen zugrunde, das in diesem Artikel aufgegriffen und sowohl konstitutionstheoretisch als auch forschungspraktisch diskutiert wird. Garfinkel (1963: 196) unterscheidet widersprüchliche und sinnlose Ereignisse in der Krisenkommunikation. In beiden Situationen werden Routinen durch einen fingierten Beitrag gestört, die unter normalen Umständen für selbstverständlich gehalten und nicht hinterfragt werden. Bei den widersprüchlichen Ereignissen lässt sich die Situation durch die Beteiligten noch re-definieren, weil das Grundvertrauen in die gemeinsam geteilte Wirklichkeit nicht gestört worden ist. Den sinnlosen Ereignissen kann dagegen kein gemeinsamer Sinn mehr zugeschrieben werden und die Krise kann nicht gelöst werden. Bei beiden Formen von Ereignissen handelt es sich um Missverständnisse. Garfinkel stellt dies nicht in den Vordergrund, weil Missverständnisse vorwiegend für natürliche Situationen charakteristisch sind und bei den künstlichen Experimenten hauptsächlich von Brüchen oder Krisen die Rede ist und weniger von Missverständnissen (vgl. z.B. Garfinkel 1963: 201ff.). Missverständnisse zeichnen sich durch eine nicht-fingierte Störung aus, die von den Beteiligten in der Interaktion eigenständig hergestellt wird. Sie unterbricht die Selbstverständlichkeit, mit der Routinen unter normalen Umständen ausgeführt werden und offenbart auf diese Weise die unhinterfragten Annahmen von Alltagskommunikation. Ziel des Artikels ist, Garfinkels Konzept von Missverständnissen für die Mikroanalyse von natürlichen Situationen fruchtbar zu machen. Für die Videoanalyse von Interaktionen wird konstitutionstheoretisch begründet und forschungspraktisch gezeigt, ob sich Missverständnisse neben bewussten auch aus vorbewussten Elementen zusammensetzen.