scholarly journals Entry and Exit Strategies in English and Arabic

لارك ◽  
2018 ◽  
Vol 1 (32) ◽  
pp. 21-34
Author(s):  
Mohammed Abed Saleh Albadri ◽  
Salah Hadi Shuker
Keyword(s):  
Conversation Analysis ◽  
Special Kind ◽  
Educational Institutions ◽  
Speech Communication ◽  
Entry And Exit ◽  
Erving Goffman ◽  
Institutional Talk ◽  
Ordinary Type ◽  
Harvey Sacks ◽  
Exit Strategies

From a sociolinguistic perspective, greetings and farewells are part of what Goffman (1963) calls the ethnography of encounter. These encounters are not randomly made. They are governed by a set of strategies which enable participants to enter and exit conversations in a socially accepted manner. Such strategies are tackled within the scope of conversation analysis, henceforth CA, which is an approach that studies talk in interaction. It grew out of the ethnomethodological tradition in sociology, embracing both verbal and non-verbal conduct. This approach is initiated during the late 1950s of the last century by the works of Harold Garfinkel and Erving Goffman, then, developed in the late 1960s and early 1970s by the sociologists Harvey Sacks, Emanuel Schegloff and Gail Jefferson. Today CA is an established method used in sociology, anthropology, linguistics, speech-communication and psychology. This study is going to detect entry and exit strategies in English and Arabic by analyzing two episodes of ‘The Doctors’ show in its American and Arabic versions. The study conveys this topic on two interrelated scales as it employs sociolinguistic and discourse perspectives altogether, discussing how the two approaches cooperate to give a comprehensible view of the nature of entering and exiting conversation. Meanwhile, the data to be analyzed does not convey an ordinary type of conversation but a special kind of conversation, that is called institutional talk. This involves some specialization and re-specification of the interactional relevance. It refers to conversations that take place under focused and specialized conditions like media, courts, educational institutions and health establishments (Gumperz, 2001: 218). For the most of our knowledge, such type of conversation is not expected to show everything about talk in interaction, yet, it shows a big deal of conformity to the premises of conversation analysis, and it appears to have a good amount of flexibility.

scholarly journals Authority and camaraderie: The delivery of directives amongst the ice floes

2019 ◽  
Vol 49 (2) ◽  
pp. 207-230
Author(s):  
Anne Elizabeth Clark White
Keyword(s):  
Mixed Methods ◽  
Conversation Analysis ◽  
Mixed Method ◽  
Institutional Setting ◽  
Environmental Stimuli ◽  
Institutional Talk ◽  
Video Recordings ◽  
Ice Floes ◽  
Method Analysis

ABSTRACTThis analysis focuses on the institutional talk of sea-kayak guides and their clients in order to understand how guides negotiate the interactional balance of giving orders to maintain a safe and timely excursion while facilitating a fun and recreational experience. Using a mixed-method analysis including Conversation Analysis, ethnography, and statistics, this study examines 576 instances of directives found in video recordings of twenty-five Alaskan kayaking ecotourism excursions and explores the practices guides use in their talk to maintain control of an excursion while not coming across as domineering. By systemically examining directives’ design, directives are found to reveal both their temporal urgency in addition to the precipitating events that necessitate them, such as client behaviors or environmental stimuli. This study's analysis contributes to our understanding of how interactants mitigate face-threatening actions and focuses attention on the interactional work that directives and their accounts achieve in an institutional setting currently underinvestigated (Directives, mixed-methods, Conversation Analysis, ethnography, ecotourism)*

Entitlement and empathy in personal narrative

2006 ◽  
Vol 16 (1) ◽  
pp. 148-155 ◽  
Author(s):  
Amy Shuman
Keyword(s):  
Personal Narrative ◽  
Narrative Research ◽  
Early Research ◽  
Ethnography Of Communication ◽  
Erving Goffman ◽  
The Past ◽  
Harvey Sacks ◽  
Points Of View ◽  
Narrative Scholarship ◽  
The Relationship

My review of the past thirty years of narrative scholarship returns to the work of Harvey Sacks and Erving Goffman, situated in Dell Hymes’ ethnography of communication, to examine where their interactive model for understanding narrative has taken us. Although in some disciplines, narrative research is used as empirical evidence of how people interpret their experiences, Sacks’ work points more to the ways that personal narrative destabilizes the relationship between narrative and experience. Current work focuses on narrative at its limits, including the study of fragmented, rather than coherent, selves; multiply voiced, rather than monologic, points of view; and compromised, rather than easily empathetic, relations of understanding. This work builds on, rather than departs from, research on narrative thirty years ago. In this essay, I suggest a connection between early research on entitlement and contemporary research on the ethics of narrative, and I focus in particular on the problem of empathy.

scholarly journals The grammar of proposals for joint activities

2021 ◽  
Author(s):  
Sandra A Thompson
Keyword(s):  
Social Work ◽  
Conversation Analysis ◽  
American English ◽  
Joint Activity ◽  
Interactional Linguistics ◽  
Joint Activities ◽  
Institutional Talk ◽  
The Social ◽  
Linguistic Patterns ◽  
English Speaking

Abstract The action of proposing has been studied from various perspectives in research on talk-in-interaction, both in mundane as well as in institutional talk. Aiming to exemplify Interactional Linguistics as a drawing together of insights from Linguistics and Conversation Analysis, we explore the grammar of proposals and the stances displayed by participants in making proposals in the context of joint activities, where a future or hypothetical activity is being put forth as something the speaker and recipient(s) might do together. Close examination of interactions among American English-speaking adults reveals four recurrent grammatical formats for issuing proposals: Let’s, Why don’t we, Modal Declaratives, and Modal Interrogatives. We argue that these four formats for doing proposing within a joint activity are used in socially distinct environments, contributing to a growing understanding of the fit between entrenched linguistic patterns and the social work they have evolved to do.

scholarly journals Russian language through the prism of national culture and realities

2019 ◽  
Vol 17 (2) ◽  
pp. 198-212
Author(s):  
Siarhej V Nikalayenko
Keyword(s):  
Cultural Competence ◽  
Cultural Values ◽  
National Culture ◽  
Social Relations ◽  
Educational Process ◽  
Russian Language ◽  
Educational Institutions ◽  
Speech Communication ◽  
Linguistic Study ◽  
The Republic

The article focuses on the system of developing linguistic and cultural competence through regional realities, values, personalities, etc. in general secondary educational institutions in the Republic of Belarus. The sociocultural aspect in the coherent linguistic methodological system of teaching Russian and developing learners’ speech is considered as a substantial component of all spheres - language, speech, communication, cultural linguistic study . Cultural linguistic (or linguocultural) aspect is realized through mastering language: 1) as a system of preserving and transmissing cultural values, 2) as a means of comprehending general and nationally-specific (for the Russian and Belarusian) ideals, traditions, customs, values and norms which guide the dialogue of cultures. As an interrelated educational process, the sociocultural aspect implies that students acquire the peculiarities of social relations expressed in meanings (peacefulness, non-aggressiveness, tendency to consent and search for compromises, helping another person, denying unmotivated violence, reasonable needs, etc.). The sociocultural aspect also means developing learners’ ability to comply with the norms that determine these relations.

scholarly journals Semantics of Value-Marked Discourse

2020 ◽  
pp. 63-71
Author(s):  
Natal’ya A. Sidorova ◽  
◽  
Elena V. Kurochkina ◽  
◽  
Keyword(s):  
System Approach ◽  
Special Property ◽  
Special Kind ◽  
Detailed Examination ◽  
Speech Communication ◽  
Activity System ◽  
A Value ◽  
Symbolic Substitution

This article aimed to assert the idea of value-definiteness of discourse semantics. Utterances and discourse based on the values of communicants or their ideas about values are here referred to as value-marked. The authors applied the value-activity system approach to the study of speech communication within the framework of the study on discourse semantics. The research is based on English and Russian utterances, in which the values of communicants are actualized explicitly. It was established that utterances of this type have a special property: they enable discourse semantics to replace the communicants’ ideas about values. A detailed examination of the functioning of corresponding verbal units in speech communication allowed us to determine them as a special type of units and such discourse as a special kind of discourse, requiring further research. According to the authors, the mechanism of functioning of values in discourse reality is realized through sign programs for actualizing values in the speaker’s consciousness. These values, in turn, form the basis for creating sign programs for understanding, interpreting, and motivating the recipient’s behaviour. The authors come to the conclusion that the analysis of semantics of value-marked utterances can greatly contribute to the understanding of the nature and functions of discourse, as it allows us to prove the semiotic idea of symbolic substitution of the speaker’s and the recipient’s ideas about values in a value-marked discourse. The latter is essential for studying the principles and propositions of discourse linguistics and substantiating the functioning of axiolinguistic mechanisms in discourse reality.

Employers’ ratings of importance of skills and competencies college graduates need to get hired

2019 ◽  
Vol 61 (5) ◽  
pp. 622-634 ◽  
Author(s):  
Anthony M. Baird ◽  
Satyanarayana Parayitam
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Interpersonal Skills ◽  
Self Report ◽  
Educational Institutions ◽  
Speech Communication ◽  
Higher Educational Institutions ◽  
Problem Solving Skills ◽  
Content Type ◽  
Higher Educational

Purpose Higher education institutions play an important role in the economic growth of any country, through skills and productivity of their graduates. Employers have some expectations about the skills the graduates possess when they graduate out of universities. The purpose of this paper is to examine the skills employers look for in graduates before they hire them. Design/methodology/approach Using a structured survey instrument, this paper gathered data from 50 organizations employing over 50 people. The data consisted of 21 skills the employers rate as important. These skills were categorized into four dimensions: analytical skills, career professional and readiness skills, communications skills, and personality, leadership skills and team/group work. After checking the reliability of the scale, χ2 test and rank correlation were used to analyze the importance of these skills. Findings The findings from a study of employers in the northeastern part of USA suggest that the top six skills and competencies rated with highest importance by employers were: interpersonal skills/works well with others; critical thinking/problem-solving skills; listening skills; oral/speech communication skills; professionalism; and personal motivation. Of all 21 skills, the highly ranked skills needed were interpersonal skills followed by critical thinking and problem solving and listening. Research limitations/implications The present research is based on self-report measures and, hence, the limitations of social desirability bias and common method bias are inherent. However, adequate care is taken to minimize these limitations. The research has implications for the higher educational institutions and researches in the field of education. Practical implications In addition to the employers, this study contributes to higher educational institutions. The study suggests that employers look for interpersonal skills and problem-solving skills before making hiring decisions. Educational institutions need to focus on enhancing these skills in classrooms by emphasizing the teamwork. The implications for both academicians and practitioners are discussed in the paper. Social implications The findings from the study help in creating a fruitful social environment in organizations. Originality/value This study provides new insights about the changing pattern of skills students need to secure before seeking employment.

David Silverman, Harvey Sacks: Social science and conversation analysis. Cambridge, UK: Polity Press; New York: Oxford University Press, 1998. Pp. ix, 222.

2000 ◽  
Vol 29 (4) ◽  
pp. 590-594 ◽  
Author(s):  
Douglas W. Maynard
Keyword(s):  
New York ◽  
Social Science ◽  
Conversation Analysis ◽  
Oxford University ◽  
Harvey Sacks ◽  
Oxford University Press

In his Introduction to Volume I of Sacks's Lectures on conversation (1992), Emmanuel Schegloff observes (1992:lviii) that his own effort at overview was “truly daunting,” mostly because of “the extraordinary richness and multi-facetedness of Sacks's corpus … In its variety, depth, and freshness of vision it defies domestication into convenient guidelines to a reader.” Such a statement – indeed, any reading of the two-volume set of Lectures – should give pause to someone attempting a textbook rendering of Sacks and his work. But such a text is precisely what Silverman has produced, and the effort is remarkably successful on its own terms.

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