scholarly journals Affiliation, topicality, and Asperger’s

2021 ◽  
Vol 11 (1) ◽  
pp. 52-77
Author(s):  
Emmi Koskinen ◽  
Melisa Stevanovic ◽  
Anssi Peräkylä
Keyword(s):  
Asperger Syndrome ◽  
Conversation Analysis ◽  
Data Use ◽  
Interactional Features ◽  
Shed Light

Objective: In storytelling environments, recipients’ questions have mainly been described as non-affiliative. This article examines how the topicality of story-responsive questions relates to the recipients’ displays of affiliation. Furthermore, we investigate whether there are differences between the practices of neurotypical participants (NT) and participants diagnosed with Asperger syndrome (AS) in this regard. While aiming to uncover the practices of story-responsive questions in general, we also seek to shed light on the specific interactional features associated with AS. Method: Our method is qualitative conversation analysis. Drawing on a dataset of Finnish quasi-natural conversations, we compare the interactional consequences of story-responsive questions asked by NT- and AS-participants. Results: We show how the NT-participants in our data use a specific set of practices to manage the topical relevance of their questions, while the AS-participants’ production of otherwise very similar questions differs precisely with reference to these practices. Discussion: We argue that the different ways in which the NT- and AS-participants treat the topicality of their questions influence the relative affiliative import of the questions in subtle, but yet significant ways. Conclusions: The affiliative import of story-responsive questions can only really be seen in retrospect, since, in their subsequent turns, the questioner can cast their action as having prepared the ground for affiliation.

Counseling and new media technologies: A comparison of problem presentations in e-mail and in chat

2016 ◽  
Vol 12 (2-3) ◽  
Author(s):  
Wyke Stommel ◽  
Fleur Van der Houwen
Keyword(s):  
New Media ◽  
Conversation Analysis ◽  
Online Counseling ◽  
Counseling Program ◽  
Media Technologies ◽  
Email Counseling ◽  
Counseling Clients ◽  
E Mail ◽  
Shed Light ◽  
New Media Technologies

In this article, we examine problem presentations in e-mail and chat counseling. Previous studies of online counseling have found that the medium (e.g., chat, email) impacts the unfolding interaction. However, the implications for counseling are unclear. We focus on problem presentations and use conversation analysis to compare 15 chat and 22 e-mail interactions from the same counseling program. We find that in e-mail counseling, counselors open up the interactional space to discuss various issues, whereas in chat, counselors restrict problem presentations and give the client less space to elaborate. We also find that in e-mail counseling, clients use narratives to present their problem and orient to its seriousness and legitimacy, while in chat counseling, they construct problem presentations using a symptom or a diagnosis. Furthermore, in email counseling, clients close their problem presentations stating completeness, while in chat counseling, counselors treat clients’ problem presentations as incomplete. Our findings shed light on how the medium has implications for counseling.

Gaze behavior of pre-adolescent children afflicted with Asperger Syndrome

2013 ◽  
Vol 9 (2) ◽  
pp. 173-186 ◽  
Author(s):  
Mari Wiklund
Keyword(s):  
Asperger Syndrome ◽  
Conversation Analysis ◽  
High Functioning Autism ◽  
Eye Contact ◽  
Nonverbal Behaviors ◽  
Gaze Behavior ◽  
High Functioning ◽  
The Gaze ◽  
In The Beginning ◽  
Straight Ahead

Asperger syndrome (AS) is a form of high-functioning autism characterized by qualitative impairment in social interaction. People afflicted with AS typically have abnormal nonverbal behaviors which are often manifested by avoiding eye contact. Gaze constitutes an important interactional resource, and an AS person’s tendency to avoid eye contact may affect the fluidity of conversations and cause misunderstandings. For this reason, it is important to know the precise ways in which this avoidance is done, and in what ways it affects the interaction. The objective of this article is to describe the gaze behavior of preadolescent AS children in institutional multiparty conversations. Methodologically, the study is based on conversation analysis and a multimodal study of interaction. The findings show that three main patterns are used for avoiding eye contact: 1) fixing one’s gaze straight ahead; 2) letting one’s gaze wander around; and 3) looking at one’s own hands when speaking. The informants of this study do not look at the interlocutors at all in the beginning or the middle of their turn. However, sometimes they turn to look at the interlocutors at the end of their turn. This proves that these children are able to use gaze as a source of feedback. When listening, looking at the speaker also seems to be easier for them than looking at the listeners when speaking.

scholarly journals Resistance against being formulated as cultural other

Pragmatics ◽  
2006 ◽  
Vol 16 (4) ◽  
pp. 429-456 ◽  
Author(s):  
Chie Fukuda
Keyword(s):  
Learning Environment ◽  
Conversation Analysis ◽  
Identity Construction ◽  
Native Speaker ◽  
The Political ◽  
Language Practices ◽  
Shed Light

So-called traditional theories in second langauge acquisition (SLA) have been criticized for their neglect to examine interactional, social, and political aspects in language practices. The present study will illustrate exoticization, one of the political phenomena observed in interactions between native-speaker and non-native speaker (NS/NNS). Exoticization is known as a covert power exercise where ‘self’ creates inferior ‘other’ in order to establish and maintain its superiority (Said 1978), which involves identity construction and categorization. Adopting a conversation analysis (CA) approach and utilizing NS-NNS conversations in Japanese, this study will first demonstrate how exoticization is discursively constructed through the development of interactions. Then the study will explore how the NNS participant tries to resist such practices. By so doing, this study will shed light on interactional and ideological aspects of language practices and society as a learning environment. The study will also suggest the necessity for exploring what NNSs face in real L2 societies in order to develop emic perspectives in SLA studies.

scholarly journals Mobile instant messaging: a bonanza for interlanguage pragmatics

Letrônica ◽  
2019 ◽  
Vol 12 (4) ◽  
pp. 33885
Author(s):  
Bethany Anne Aull
Keyword(s):  
Foreign Language ◽  
Communities Of Practice ◽  
Conversation Analysis ◽  
Instant Messaging ◽  
Communication Technologies ◽  
Interlanguage Pragmatics ◽  
Current State ◽  
Methodological Considerations ◽  
L1 And L2 ◽  
Shed Light

While mobile communication technologies have been exploited for instructional second and foreign language (L2) research, authentic mobile instant messaging (MIM) interactions remain virtually unexamined. As a result, decidedly little is known about L2 users’ interlinguistic behavior in genuine MIM conversation. This type of communication may nevertheless be of interest to interlanguage pragmatics (ILP) research, particularly for what it may reveal about the intersection of cultures and electronically-mediated communities. This article traces the current state of related research and contemplates some preliminary conceptual and methodological considerations for future inquiries. It first reviews previous L1 and L2 studies involving mobile and instant messaging mediums. From among these, it notes two underexplored concepts which are relevant to ILP: namely, interculture and cultures-of-use. Respectively related to co-constructed culture and communities of practice, these aspects may shed light on and be illuminated by interlinguistic MIM interaction. Finally, the article looks to future investigations and, while not specifying analytical procedures, it recommends emic methods such as conversation analysis for examining these phenomena.

scholarly journals Assessing health professionals’ communication through role-play: An interactional analysis of simulated versus actual general practice consultations

2018 ◽  
Vol 21 (2) ◽  
pp. 109-134 ◽  
Author(s):  
Sarah Atkins
Keyword(s):  
General Practice ◽  
Conversation Analysis ◽  
Professional Education ◽  
Real Life ◽  
Corpus Linguistic ◽  
The United Kingdom ◽  
Linguistic Research ◽  
Interactional Context ◽  
Interactional Analysis ◽  
Interactional Features

Simulations, in which healthcare professionals are observed in dialogue with role-played patients, are widely used for assessing professional skills. Medical education research suggests simulations should be as authentic as possible, but there remains a lack of linguistic research into how far such settings authentically reproduce talk. This article presents an analysis of a corpus of general practice simulations in the United Kingdom, comparing this to a dataset of real-life general practitioner (GP) consultations. Combining corpus linguistic and conversation analytic methodologies, key interactional features of the simulations are identified, particularly those associated with successful/unsuccessful performance in terms of the examiner’s grading. The corpus analysis identifies various forms of the phrase ‘tell me more about’ to occur significantly more frequently in the simulations compared to real GP consultations, typically in the opening sequences and most frequently in successful cases. It falls to a conversation analysis of the data, examining this phrase within the interactional context of these opening sequences, to better understand the actions it performs. Successful candidates in the simulations are found to perform a consistent sequential pattern, often incorporating this phrase. Although simulated, these interactions have real professional consequences for those being assessed. Linguistic findings about what constitutes successful interaction or differences to real-life practice therefore have important implications for professional education and assessment.

scholarly journals Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for classroom interactional competence

2019 ◽  
Vol 9 (4) ◽  
pp. 581-606
Author(s):  
Marco Octavio Cancino Avila
Keyword(s):  
Foreign Language ◽  
Conversation Analysis ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
Interactional Competence ◽  
Language Choices ◽  
Opportunities For Learning ◽  
Language Classroom ◽  
Audio Recordings ◽  
Interactional Features

The language choices that teachers make in the language classroom have been found to influence the opportunities for learning given to learners (Seedhouse, 2004; Walsh, 2012; Waring, 2009, 2011). The present study expands on research addressing learner-initiated contributions (Garton, 2012; Jacknick, 2011; Waring, Reddington, & Tadic, 2016; Yataganbaba & Yıldırım, 2016) by demonstrating that opportunities for participation and learning can be promoted when teachers allow learners to expand and finish their overlapped turns. Audio recordings of lessons portraying language classroom interaction from three teachers in an adult foreign language classroom (EFL) setting were analyzed and discussed through conversation analysis (CA) methodology. Findings suggest that when teachers are able to navigate overlapping talk in such a way that provides interactional space for learners to complete their contributions, they demonstrate classroom interactional competence (Sert, 2015; Walsh, 2006). The present study contributes to the literature by addressing interactional features that increase interactional space, and an approach to teacher and learner talk that highlights CA’s methodological advantages in capturing the interactional nuances of classroom discourse.

Mastering the body

2018 ◽  
Vol 2 (2) ◽  
pp. 213-234 ◽  
Author(s):  
Friederike Kern
Keyword(s):  
Young Children ◽  
Social Control ◽  
Conversation Analysis ◽  
Body Position ◽  
Multimodal Interaction ◽  
The Body ◽  
Interactional Analysis ◽  
The Subject ◽  
Shed Light

Recent interactional studies of multimodal interaction have shown how touch can be used as a form of social control in adults' directives to children, or as a way of guiding children into embodied politeness. Using multimodal interactional analysis grounded in conversation analysis, this paper aims at exploring how touch is used as a semiotic resource to socialize young children between 4 and 5 years of age into appropriate ways of presenting the body in public. The focus will be on moments when the child's body becomes the subject of correction while some other action is going on. In those moments, touch is used as manual guidance to change and correct children's body position or bodily conduct. These corrections shed light on what are considered appropriate forms of bodily conduct in public, and how children are manually guided towards established norms of such conduct. The study aims at adding to our understanding on how 'haptic sociality' (Goodwin 2017) contributes to socializing children into appropriate bodily conduct in interaction.

scholarly journals Advising in Language Learning: Confirmation Requests for Successful Advice-Giving

2016 ◽  
pp. 260-286
Author(s):  
Yukari Rutson-Griffiths ◽  
Mathew Porter
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Conversation Analysis ◽  
Language Learners ◽  
Mutual Understanding ◽  
Shared Understanding ◽  
Advice Giving ◽  
Naturally Occurring ◽  
Authentic Dialogue ◽  
Shed Light

One of the roles of language learning advisors is to help language learners become more autonomous and one crucial way to achieve this is to facilitate reflection on their learning through dialogues in advising sessions. Although previous studies on advising skills have provided practitioners with invaluable resources for their professional development, more studies on actual interactions can further illuminate the nature of advice-giving to support or better inform existing advising frameworks. This research uses conversation analysis to examine a naturally occurring advisor-learner interaction to uncover how the conversational participants achieve shared understanding. It was found that a series of confirmation requests help adjust and maintain the participants’ mutual understanding while the conversation unfolds. The findings of this study suggest that more research examining authentic dialogue using conversation analysis will shed light on uncovering the mechanisms underlying the successful provision of appropriate advice in language learning and consequently contribute to the professional development of advisors in the future.

scholarly journals Sebuah Reviu terhadap Kajian Partikel Pragmatik dalam Beberapa Bahasa Daerah di Indonesia

2020 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Agwin Degaf ◽  
NFN Irham ◽  
Zainur Rofiq
Keyword(s):  
Conversation Analysis ◽  
Linear Process ◽  
Linguistic Identity ◽  
Huge Number ◽  
Potential Implication ◽  
Keywords Screening ◽  
The World ◽  
Global Arena ◽  
Shed Light ◽  
Local Languages

This paper aims to demonstrate studies of pragmatic particles in Indonesian vernacular languages. Given the fact that Indonesia ranked second most populated language in the world after New Guinea, we would expect a huge number of studies discussing Indonesian local languages. Review to studies of pragmatic particles in Indonesian language is therefore considered salient to carry out to shed light on how different authors examine different particles, what kind of method they employ to describe meaning and functions, and what potential implication this study could contribute in this field. Besides, it also enriches the cross-linguistic study of pragmatic particles in general. Following Macaro et al’s. (2017) guideline of systematic review, this study employed linear process of procedure by deciding keywords, screening title, reviewing abstract, examining full text, and drawing conclusion. The corpus of pragmatic particles employed in reviewed studies ranges from colloquial, spoken, dialogue, and monologue data. Some approaches were used to reveal the pragmatic meanings, such as conversation analysis approach, pragmatics, morpho-syntactic, and even phonological approach. This discussion in the present paper may be fruitful for researchers who are working on pragmatic particles or vernacular languages and suggests that more studies in local languages should be outstripped to sustain national linguistic identity in the global arena.   AbstrakThis paper aims to demonstrate studies of pragmatic particles in Indonesian vernacular languages. Given the fact that Indonesia ranked second most populated language in the world after New Guinea, we would expect a huge number of studies discussing Indonesian local languages. Review to studies of pragmatic particles in Indonesian language is therefore considered salient to carry out to shed light on how different authors examine different particles, what kind of method they employ to describe meaning and functions, and what potential implication this study could contribute in this field. Besides, it also enriches the cross-linguistic study of pragmatic particles in general. Following Macaro et al’s. (2017) guideline of systematic review, this study employed linear process of procedure by deciding keywords, screening title, reviewing abstract, examining full text, and drawing conclusion. The corpus of pragmatic particles employed in reviewed studies ranges from colloquial, spoken, dialogue, and monologue data. Some approaches were used to reveal the pragmatic meanings, such as conversation analysis approach, pragmatics, morpho-syntactic, and even phonological approach. This discussion in the present paper may be fruitful for researchers who are working on pragmatic particles or vernacular languages and suggests that more studies in local languages should be outstripped to sustain national linguistic identity in the global arena.  

scholarly journals Blame attributions and mitigated confessions: The discursive construction of guilty admissions in celebrity TV confessionals

2019 ◽  
Vol 13 (6) ◽  
pp. 591-611
Author(s):  
Wendy Archer ◽  
Ruth Parry
Keyword(s):  
Social Psychology ◽  
Conversation Analysis ◽  
Discursive Construction ◽  
Discursive Psychology ◽  
The Public ◽  
Blame Attributions ◽  
Hybrid Nature ◽  
Television Interview ◽  
Interactional Features

Drawing on insights from conversation analysis, discursive psychology and social psychology, this article describes some interactional features of two celebrity TV confessionals and the resources used by the TV interviewers and celebrity guests to attribute, accept or deny responsibility for their transgressions. The analytic interest lies in how confessions are locally and interactionally managed, that is, how ‘doing confessing’ is achieved in the television interview context. We show how the host’s opening turn constrains the celebrity guest’s contribution and secures overt admission of guilt, while simultaneously inviting the celebrity guest to tell their side of the story. We also show how celebrity guests produce descriptions which minimize the extent and severity of their transgressions, reduce agency and transform the character of their transgression. In doing so, we argue that celebrity interviewees can convey mitigations and extenuations which diminish the extent of their responsibility – calling into question the very nature of their confession. We propose that our findings demonstrate the hybrid nature of interviewing in the celebrity TV confessional and contribute to our understanding of how ‘doing confessing’ in the public eye is discursively and interactionally negotiated.

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