scholarly journals Directives and Assessments in Japanese Native and Nonnative Conversation

2005 ◽  
Vol 27 (1) ◽  
pp. 5 ◽  
Author(s):  
Yuri Hosoda
Keyword(s):  
Conversation Analysis ◽  
Native Speaker ◽  
Nonnative Speakers ◽  
Pragmatic Competence ◽  
Multiple Resources ◽  
The Past ◽  
Institutional Settings ◽  
Naturally Occurring ◽  
Surrounding Environment ◽  
Sequential Organization

Various kinds of data and methodologies have been used to investigate nonnative speakers’ (NNSs’) pragmatic competence. In the past decade, attempts have been made to describe NNSs’ pragmatic abilities in naturally occurring interaction using the Conversation Analysis (CA) methodology. To date, there are an increasing number of CA studies that describe NNSs’ pragmatic competence in institutional settings, but only a few in noninstitutional settings. Using the framework of CA, this study examines NNSs’ pragmatic competence displayed in sequences of directives and assessments in casual native speaker (NS)-NNS conversation in Japanese. The analysis reveals that the pragmatic competence of the NNSs and NSs is constructed out of the detail of talk and other conduct in which the participants juxtapose multiple resources such as sequential organization, speech, body, and the surrounding environment to jointly shape the sequences of directives and assessments and establish mutual understanding in ongoing interaction. 今日まで非母語話者の語用的能力を検証するのに様々な研究法が試されてきた。過去10年の間に会話分析の手法を使って自然発生的な相互行為における非母語話者の語用的能力を描写する研究が見られるようになった。しかしながら、現在まで社会的組織の中での自然発生的な相互行為における非母語話者の語用的運用能力を描写する研究は多く見られるが、日常会話における非母語話者の語用的運用能力を描写する研究はあまり見られない。本研究では、会話分析の手法を用いて母語話者と非母語話者の日常会話を分析し、その中に見られる指示（directive）と評価（assessment）のシークエンスを検証した。分析の結果、会話参与者の語用的能力は、会話参与者が言語だけでなくシークエンスの文脈、ジェスチャー、周囲にある物など様々な資源を使って指示と評価のシークエンスを共に築き上げ相互理解を示す過程において顕著に見られることがわかった

The Pragmatics of English as a Lingua Franca: Research and Pedagogy in the Era of Globalization

2018 ◽  
Vol 38 ◽  
pp. 80-101 ◽  
Author(s):  
Naoko Taguchi ◽  
Noriko Ishihara
Keyword(s):  
Language Use ◽  
Native Speaker ◽  
Communication Strategies ◽  
Nonnative Speakers ◽  
Pragmatic Competence ◽  
Pedagogical Practice ◽  
Lingua Franca ◽  
Formal Instruction ◽  
L2 Pragmatics ◽  
Recent Trends

ABSTRACTIn step with advancing globalization, applied linguists are compelled to reconsider established assumptions about language use and learning (Kramsch, 2014). Focusing on English as a lingua franca (ELF), this article illustrates how realities of globalization have challenged our conventional ways of researching and teaching second language (L2) pragmatics. In the context of ELF where English is used as a medium of communication among nonnative speakers as well as between native and nonnative speakers, researchers need to examine pragmatic competence based on how L2 learners can navigate communicative demands by using communication strategies skillfully while negotiating their identities. At the same time, it is tenable for teachers to move away from the sole dependence on idealized native-speaker models of appropriateness, politeness, and formality in their pedagogical practice and instead incorporate a nonessentialist viewpoint into formal instruction. This article discusses these recent trends in researching and teaching pragmatics under the lingua franca framework.

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.

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.

Prosodic features of bad news and good news in conversation

1998 ◽  
Vol 27 (2) ◽  
pp. 195-219 ◽  
Author(s):  
Jeremy Freese ◽  
Douglas W. Maynard
Keyword(s):  
Conversation Analysis ◽  
Recent Work ◽  
Bad News ◽  
Good News ◽  
Prosodic Features ◽  
Naturally Occurring ◽  
Sequential Organization ◽  
Ordinary Conversation

ABSTRACTRecent work suggests the importance of integrating prosodic research with research on the sequential organization of ordinary conversation. This paper examines how interactants use prosody as a resource in the joint accomplishment of delivered news as good or bad. Analysis of approximately 100 naturally occurring conversational news deliveries reveals that both good and bad news are presented and received with characteristic prosodic features that are consistent with expression of joy and sorrow, respectively, as described in the existing literature on prosody. These prosodic features are systematically deployed in each of the four turns of the prototypical news delivery sequence. Proposals and ratifications of the valence of a delivery are often made prosodically in the initial turns of the prototypical four-turn news delivery, while lexical assessments of news are often made later. When prosody is used to propose the valence of an item of news, subsequent lexical assessments tend to be alignments with these earlier ascriptions of valence, rather than independent appraisals of the news. (Bad news, good news, conversation analysis, prosody, sequencing).

Learning the Rules of Academic Talk

1993 ◽  
Vol 15 (3) ◽  
pp. 279-304 ◽  
Author(s):  
Kathleen Bardovi-Harlig ◽  
Beverly S. Hartford
Keyword(s):  
Longitudinal Study ◽  
Negative Feedback ◽  
Speech Acts ◽  
Native Speakers ◽  
Native Speaker ◽  
Nonnative Speakers ◽  
Pragmatic Competence ◽  
Similar Data ◽  
Positive And Negative Feedback ◽  
Nonnative Speakers Of English

This paper is a longitudinal study of the acquisition of pragmatic competence. Advanced adult nonnative speakers of English were taped in advising sessions over the course of a semester. Two speech acts, suggestions and rejections, were analyzed according to their frequency, form, and successfulness and compared with similar data gathered for native speakers. The nonnative speakers showed change toward the native speaker norms in their ability to employ appropriate speech acts, moving toward using more suggestions and fewer rejections, and became more successful negotiators. However, they changed less in their ability to employ appropriate forms of the speech acts, continuing to use fewer mitigators than the native speakers. Furthermore, unlike native speakers, they also used aggravators. We claim that these results may be explained by the availability of input: Learners receive positive and negative feedback from the advisor regarding the desirability and outcome of particular speech acts, but they do not receive such feedback regarding the appropriateness of the forms of such speech acts.

scholarly journals The Patterns of Sequential Organization of a Person with Asperger Syndrome: A Conversation Analysis

BELTA Journal ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 13-29
Author(s):  
Mohammad Budrudzaman ◽  
Mahmud Hasan Khan
Keyword(s):  
Asperger Syndrome ◽  
Conversation Analysis ◽  
Analytical Methods ◽  
Asperger's Syndrome ◽  
Word Finding ◽  
Naturally Occurring ◽  
Sequential Organization ◽  
Language Data ◽  
Approaches To Study ◽  
Interactional Patterns

This study documents the patterns of conversational sequential organization, i.e., turn construction unit (TCU), of a person (pseudonym Samy, age 27) with Asperger’s Syndrome (AS). The language data was audio recorded from two naturally occurring conversations (30 and 40 minutes long two different encounters) between the participant and the first author of this paper. Later, the data was transcribed and analyzed by using the tools of conversation analysis (CA). The results revealed the occurrences of unusual prosody, unusual pauses, invalid turns and word-finding difficulties, in the participant’s TCUs. The findings of this research contribute to our knowledge on the interactional patterns of people with AS. It also draws attention to the efficacy of the CA method in investigating conversational structures of atypical people. The findings eventually prepare a dialogue for incorporating conversation analytical methods into clinical approaches to study the persons with AS.

scholarly journals Peer Repair in a Second Language Class: A Conversation Analytic Study

2021 ◽  
Vol 8 (6) ◽  
Author(s):  
Ziyang Gao ◽  
Keyword(s):  
Second Language ◽  
Conversation Analysis ◽  
Teaching And Learning ◽  
Nonnative Speakers ◽  
Second Language Teaching ◽  
Class A ◽  
Language Class ◽  
Naturally Occurring ◽  
Language Classroom ◽  
Nonnative Speakers Of English

Conversation analysis is a significant approach on research of the second language teaching and learning, among which repair has attracted more and more attention from scholars. This study investigates peer repair sequences between three nonnative speakers of English while they engaged in free talk in the second language classroom. 40 minutes of naturally occurring talk between nonnative speakers were collected and analyzed. The present study reports on the data shows two types of peer repair: first, self-initiated and other-corrected; second, other-initiated and other-corrected. The analysis of the peer repair sequences shows that the self-initiated and other-corrected repair sequences follow a pattern of asking for confirmation on the production of a language item and receiving a correction, while the other-initiated repair do not follow the rules of preference for self-correction described in conversation analysis.

Stress management: Corpus-based insights into vernacular interpretations of stress

2014 ◽  
Vol 10 (1) ◽  
pp. 81-93
Author(s):  
Laurel Smith Stvan
Keyword(s):  
Traumatic Stress ◽  
American English ◽  
Physical Symptom ◽  
The Body ◽  
Post Traumatic Stress ◽  
The Past ◽  
Academic Texts ◽  
Naturally Occurring ◽  
Post Traumatic ◽  
Semantic Shift

Examination of the term stress in naturally occurring vernacular prose provides evidence of three separate senses being conflated. A corpus analysis of 818 instances of stress from non-academic texts in the Corpus of Contemporary American English (COCA) and the Corpus of American Discourses on Health (CADOH) shows a negative prosody for stress, which is portrayed variously as a source outside the body, a physical symptom within the body and an emotional state. The data show that contemporary speakers intermingle the three senses, making more difficult a discussion between doctors and patients of ways to ‘reduce stress’, when stress might be interpreted as a stressor, a symptom, or state of anxiety. This conflation of senses reinforces the impression that stress is pervasive and increasing. In addition, a semantic shift is also refining a new sense for stress, as post-traumatic stress develops as a specific subtype of emotional stress whose use has increased in circulation in the past 20 years.

Spatiotemporal Changes of Riverbed and Surrounding Environment in Yongding River (Beijing section) in the Past 40 Years

2020 ◽  
Vol 64 (4) ◽  
pp. 40407-1-40407-13 ◽  
Author(s):  
Ran Pang ◽  
He Huang ◽  
Tri Dev Acharya
Keyword(s):  
Economic Development ◽  
Water Conservation ◽  
Human Activities ◽  
Urban Areas ◽  
Water Volume ◽  
Cropland Area ◽  
The Past ◽  
Surrounding Environment ◽  
Spatiotemporal Changes ◽  
Yongding River

Abstract Yongding River is one of the five major river systems in Beijing. It is located to the west of Beijing. It has influenced culture along its basin. The river supports both rural and urban areas. Furthermore, it influences economic development, water conservation, and the natural environment. However, during the past few decades, due to the combined effect of increasing population and economic activities, a series of changes have led to problems such as the reduction in water volume and the exposure of the riverbed. In this study, remote sensing images were used to derive land cover maps and compare spatiotemporal changes during the past 40 years. As a result, the following data were found: forest changed least; cropland area increased to a large extent; bareland area was reduced by a maximum of 63%; surface water area in the study area was lower from 1989 to 1999 because of the excessive use of water in human activities, but it increased by 92% from 2010 to 2018 as awareness about protecting the environment arose; there was a small increase in the built-up area, but this was more planned. These results reveal that water conservancy construction, agroforestry activities, and increasing urbanization have a great impact on the surrounding environment of the Yongding River (Beijing section). This study discusses in detail how the current situation can be attributed to of human activities, policies, economic development, and ecological conservation Furthermore, it suggests improvement by strengthening the governance of the riverbed and the riverside. These results and discussion can be a reference and provide decision support for the management of southwest Beijing or similar river basins in peri-urban areas.

Improving EFL learners' pragmatic awareness

2003 ◽  
Vol 141-142 ◽  
pp. 199-223
Author(s):  
Seran Doğançay-Aktuna
Keyword(s):  
Language Use ◽  
Native Speaker ◽  
Effective Communication ◽  
Pragmatic Competence ◽  
Main Claim ◽  
Advanced Level ◽  
Efl Learners ◽  
Linguistic Resources ◽  
Pragmatic Awareness ◽  
Language Classrooms

This paper overviews the ways in which EFL learners' pragmatic awareness can be developed in language classrooms through focused instruction and practice. It argues that effective communication requires awareness of the conventions governing language use and attention to the characteristics of the context and the interlocutors, besides linguistic resources. The main claim is that even though some pragmatics data that is based on native speaker norms might not provide relevant models for learners of English as a foreign or international language, these learners still need to become aware of crosscultural variation in norms of language use and learn how to consider social and contextual factors surrounding effective communication. After defining pragmatic competence and transfer, the paper discusses possible ways for integrating pragmatic consciousness-raising into language teaching and the problems involved in this endeavour. It then describes a course designed to raise pragmatic awareness in advanced level EFL learners as part of their TEFL training program. The underlying principles, materials and sample activities of the course are presented and learners' reaction to the course is discussed.

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