Laughing together: laughter as a feature of affiliation in French conversation

1997 ◽  
Vol 7 (2) ◽  
pp. 147-161 ◽  
Author(s):  
Yvette Ellis
Keyword(s):  
Conversation Analysis ◽  
Social Relationships ◽  
Theoretical Perspective ◽  
Naturally Occurring ◽  
Collaborative Construction ◽  
Shared Laughter

ABSTRACTIn this paper, I propose to show how the analysis of episodes of laughter in French interaction can be approached from the theoretical perspective of Conversation Analysis. Delicate microanalysis reveals how laughter is very carefully placed by participants during the course of their talk to achieve a range of interactional tasks. Using extracts from my corpus of naturally occurring French conversation, I examine how the collaborative construction of episodes of shared laughter contribute to the achievement of affiliation between co-participants. How the laughter is initiated, where it is placed and who joins in that laughter are shown to be significant to the task of constructing and displaying social relationships between the participants.

‘Who decided this?’: Negotiating epistemic and deontic authority in systemic family therapy training

2022 ◽  
pp. 146144562110374
Author(s):  
Katerina Nanouri ◽  
Eleftheria Tseliou ◽  
Georgios Abakoumkin ◽  
Nikos Bozatzis
Keyword(s):  
Adult Education ◽  
Family Therapy ◽  
Conversation Analysis ◽  
Epistemic Authority ◽  
Family Therapy Training ◽  
Naturally Occurring ◽  
Therapy Training ◽  
Systemic Family Therapy ◽  
Deontic Authority ◽  
Insight Into

In this article we illustrate how trainers and trainees negotiate epistemic and deontic authority within systemic family therapy training. Adult education principles and postmodern imperatives have challenged trainers’ and trainees’ asymmetries regarding knowledge (epistemics) and power (deontics), normatively implicated by the institutional training setting. Up-to-date, we lack insight into how trainers and trainees negotiate epistemic and deontic rights in naturally occurring dialog within training. Drawing from discursive psychology and conversation analysis, we present an analysis of eight transcribed, videotaped training seminars from a systemic family therapy training program, featuring three trainers and eleven trainees. Our analysis highlights the dilemmatic ways in which participants resist and affirm the normatively implicated trainers’ deontic and epistemic authority. Trainers are shown as mitigating directives and trainees as resisting them, with both displaying (not)knowing, while attending to concerns about (a)symmetry. We discuss our findings’ implications for systemic family therapy training.

Restrictiveness, exclusivity, adversativity, and mirativity

2013 ◽  
Vol 4 (2) ◽  
pp. 181-228 ◽  
Author(s):  
Yu-Fang Wang ◽  
Mei-Chi Tsai ◽  
Wayne Schams ◽  
Chi-Ming Yang
Keyword(s):  
Conversation Analysis ◽  
Mandarin Chinese ◽  
Discourse Marker ◽  
Spoken Discourse ◽  
Interactional Linguistics ◽  
English Only ◽  
Naturally Occurring ◽  
Turn Taking

Mandarin Chinese zhishi (similar to English ‘only’), comprised of the adverb zhi and the copula shi, can act as an adverb (ADV) or a discourse marker (DM). This study analyzes the role of zhishi in spoken discourse, based on the methodological and theoretical principles of interactional linguistics and conversation analysis. The corpus used in this study consists of three sets of data: 1) naturally-occurring daily conversations; 2) radio/TV interviews; and 3) TV panel discussions on current political affairs. As a whole, this study reveals that the notions of restrictiveness, exclusivity, and adversativity are closely associated with ADV zhishi and DM zhishi. In addition, the present data show that since zhishi is often used to express a ‘less than expected’ feeling, it can be used to indicate mirativity (i.e. language indicating that an utterance conveys the speaker’s surprise). The data also show that the distribution of zhishi as an adverb or discourse marker depends on turn taking systems and speech situations in spoken discourse. Specifically, the ADV zhishi tends to occur in radio/TV interviews and TV panel news discussions, while the DM zhishi occurs more often in casual conversations.

scholarly journals Rules at Play: Correcting Projectable Violations of Who Plays Next

Human Studies ◽  
2021 ◽  
Author(s):  
Hanna Svensson ◽  
Burak S. Tekin
Keyword(s):  
Conversation Analysis ◽  
Empirical Analysis ◽  
Practical Problem ◽  
Social Practices ◽  
Video Recordings ◽  
Naturally Occurring ◽  
The Social ◽  
Turn Taking ◽  
Interactional Perspective ◽  
The Empirical Analysis

AbstractThis study examines the situated use of rules and the social practices people deploy to correct projectable rule violations in pétanque playing activities. Drawing on Ethnomethodology and Conversation Analysis, and using naturally occurring video recordings, this article investigates socially organized occasions of rule use, and more particularly how rules for turn-taking at play are reflexively established in and through interaction. The alternation of players in pétanque is dependent on and consequential for the progressivity of the game and it is a practical problem for the players when a participant projects to break a rule of “who plays next”. The empirical analysis shows that formulating rules is a practice for indicating and correcting incipient violations of who plays next, which retrospectively invoke and establish the situated expectations that constitute the game as that particular game. Focusing on the anticipative corrections of projectable violations of turn-taking rules, this study revisits the concept of rules, as they are played into being, from a social and interactional perspective. We argue and demonstrate that rules are not prescriptions of game conduct, but resources that reflexively render the players’ conducts intelligible as playing the game they are engaging in.

scholarly journals Response Tokens and Their Sequential Action in the Teacher Third Turn (Note 1) A Conversation Analysis Case Study in the EFL Classroom

2020 ◽  
Vol 12 (2) ◽  
pp. 26
Author(s):  
Asma Ebshiana
Keyword(s):  
Conversation Analysis ◽  
Large Study ◽  
Analysis Framework ◽  
Student Responses ◽  
Sequential Action ◽  
The Third ◽  
Naturally Occurring ◽  
Change Of State ◽  
The University

In classroom settings, students` responses are regularly evaluated through the ubiquitous three-part sequence. It is through this pattern that teachers encourage student participation. Usually, the teacher uses response tokens such as “Okay”, Right” /” Alright”, “Mhm” “Oh”, in the third turn slot. These tokens are crucial and recurrent because they show where the teacher assesses the correctness or appropriateness of the students’ responses either end the sequence or begin a turn which ends the sequence. Moreover, such tokens have an impact on the sequence expansion and on the students’ participation. This article is a part of a large study examining the overall structure of the three-part sequence in data collected in an English pre-sessional programme (PSP) at the University of Huddersfield. The present article focuses on the analysis of naturally occurring data by using Conversation Analysis framework, henceforth (CA). A deep analysis is performed to examine how response tokens as evaluative responses are constructed sequentially in the third turn sequence as a closing action, whilst considering how some responses do not act as a closing sequence, since they elaborate and invite further talk. The results of response tokens have shown that they are greatly multifaceted. The analysis concluded that not all responses do the same function in the teacher’s third turn. Apart from confirming and acknowledging the student responses and maintaining listenership, some invite further contribution, others close and shift to another topic that designates closing the sequence, and some show a “change of state”. Their functions relate to their transitions, pauses and their intonation in the on-going sequence. 

Entrepreneurial uncertainty in context: an ethnomethodological perspective

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Betsy Campbell
Keyword(s):  
Conversation Analysis ◽  
Future Research ◽  
Content Type ◽  
Workplace Interactions ◽  
Entrepreneurial Teams ◽  
Naturally Occurring ◽  
Routine Work ◽  
Interaction Order ◽  
Advance Research ◽  
Practical Implications

PurposeThis paper seeks to advance research into entrepreneurial uncertainty. Few researchers have attended to the endogenous means by which entrepreneurial teams account for uncertainty in context. This article begins to unpack the concept of uncertainty as an entrepreneurs’ phenomenon by investigating entrepreneurial teams’ situated ways of verbally attending to and accounting for uncertainty in their routine work.Design/methodology/approachThe study draws on the ethnomethodological traditions of Conversation Analysis and interaction order to analyze naturally occurring interactions that have been recorded by entrepreneurial teams in context. It considers entrepreneurial uncertainty as a matter that teammates draw upon and orient to in the process of their naturally occurring workplace interactions.FindingsFirst, it suggests that the endogenous means by which entrepreneurs recognize, account for, and respond to uncertainties is identifiable in a team’s naturally occurring conversations. It transforms entrepreneurial uncertainty as a matter of cognition into a matter of practice that is observable in the structure and order of authentic interaction. Second, it reveals the “epistemic engine” that entrepreneurial teams use to demonstrate greater or lesser levels of knowing and to move to closure that is not marked by the full elimination of uncertainties but by the establishment of a shared sense of not knowing.Practical implicationsBy adhering to the detailed interactional focus of Conversation Analysis, this article emphasizes the value that the structure and order of entrepreneurial conversations can offer to research on entrepreneurship as practice. It points to future research on matters of effectuation and expertise that will be relevant to scholars and educators of entrepreneurship. It also helps to bridge the gap between scholarly research and entrepreneurial work as experienced by practitioners.Originality/valueThis article shows the mundane verbal means by which entrepreneurs account for uncertainties in their everyday work. It reframes entrepreneurial uncertainty, transforming it from a matter of cognition to an accomplishment of practice. It suggests that entrepreneurial uncertainty is a practical matter that is recognized by and accounted for in the conversations of entrepreneurial teams in context.

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.

Accomplishing leadership-in-interaction by mobilizing available information and communication technology objects in a virtual context

Leadership ◽  
2020 ◽  
Vol 16 (5) ◽  
pp. 546-567
Author(s):  
Lise D Arvedsen ◽  
Liv O Hassert
Keyword(s):  
Conversation Analysis ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Social Actors ◽  
Fine Grained ◽  
Underdeveloped Area ◽  
Naturally Occurring ◽  
Information And Communication ◽  
Available Information ◽  
Workplace Interaction

Leadership-in-interaction is a somewhat underdeveloped area of research which to date has concentrated on talk-in-interaction to the detriment of other modalities. Consequently, this paper seeks to illustrate how social actors make use of different modalities to accomplish leadership, which we conceptualize as the creation of direction, alignment, and commitment. Through multimodal conversation analysis this paper explores interactions between actors in virtual contexts, a particularly interesting empirical setting as the context offers specific constraints on everyday workplace interaction. By zooming in on the interaction using transcripts of naturally occurring interaction, we find that the accomplishment of leadership, direction, alignment, and commitment, in a constrained virtual context can appear mundane. However, at the same time the accomplishment of leadership calls for the mobilization of several multimodal resources (both talk and information and communication technology objects). The analysis makes it evident that the actors mobilize objects to draw on their situated affordances, in the accomplishment of direction, alignment, and commitment. With a fine-grained analysis of naturally occurring data, we illustrate that leadership is a collective achievement. We also expand the understanding of leadership in practice, especially in virtual contexts, by demonstrating how actors utilize objects and verbal resources in the co-production of leadership.

scholarly journals Code Alternation Patterns in Bilingual Family Conversation: A Conversation Analysis Approach

2010 ◽  
Vol 10 (2) ◽  
pp. 317-344 ◽  
Author(s):  
Marianthi Georgalidou ◽  
Hasan Kaili ◽  
Aytac Celtek
Keyword(s):  
Conversation Analysis ◽  
Age Groups ◽  
Network Code ◽  
Code Mixing ◽  
Naturally Occurring ◽  
Code Choice ◽  
Ethnic Category ◽  
Bilingual Communities ◽  
Point Of Departure ◽  
Mixed Code

AbstractIn this study, we examine aspects of the overall organization of bilingual conversation during talk-in-interaction among members of a close-knit family network. Code Alternation, prototypically seen as the contiguous juxtaposition of semiotic systems in such a way that the participants interpret the juxtaposition as such (Auer 1995, 116), is a common conversational practice in bilingual communities. Taking a Conversation Analytic approach as our point of departure, we analyze code alternation and code-mixing practices in naturally occurring conversations among family members of the bilingual in Greek and Turkish Muslim community of Rhodes. Firstly, we examine Greek/Turkish alternation as a conversational strategy with clear discourse functions (Auer 1995; 1998). Secondly, we see non-prototypical instances of the use of both languages in the same conversation as instances of medium negotiation or a mixed-code choice on the part of the participants (the bilingual medium or the monolectal view of code-switching, Meeuwis and Blommaert 1998; Auer 1998; Gafaranga 2007a). Last, we examine issues of identity as these can be approached based on the choices speakers of different age groups make during interaction. Based on the analysis, it is shown that, a) code alternation practices reflect not only aspects of the politics and management of the identity of the speakers as members of the same ethnic category, but also broader issues concerning the construction of youth identities as opposed to those of older generations, and b) data coming from diverse bilingual communities point to the need for greater clarity in the proposed models for the analysis of code alternation patterns.

language teaching

2005 ◽  
Vol 38 (4) ◽  
pp. i-i
Keyword(s):  
Social Sciences ◽  
Language Learning ◽  
Conversation Analysis ◽  
Classroom Interaction ◽  
Research Methodologies ◽  
Complex Issue ◽  
Learning And Teaching ◽  
Naturally Occurring ◽  
Proficiency Assessment ◽  
Spoken Interaction

The analysis of naturally-occurring spoken interaction is an area which has attracted growing interest over the last few years. In this issue, Paul Seedhouse reviews Conversation Analysis (CA) and its application to areas of language learning and teaching, including teaching languages for specific purposes, materials design, classroom interaction and proficiency assessment. The author then examines the complex issue of what CA can contribute to the study of ‘learning’ and discusses the contribution of CA as a tool in existing social sciences research methodologies.

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.

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