Data Collection in Conversation Analysis

2018 ◽  
pp. 280-295
Author(s):  
Clare Jackson
Keyword(s):  
Data Collection ◽  
Conversation Analysis

scholarly journals Data collection at height

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Andrew LaBonte ◽  
Jon Hindmarsh ◽  
Dirk Vom Lehn
Keyword(s):  
Data Collection ◽  
Conversation Analysis ◽  
Work Settings ◽  
Recorded Data ◽  
Collection Strategies

Coordination, communication and practice in a range of extreme and highly specialised work settings rest upon orientations to sensory resources. For researchers to collect interactional data and to make sense of the embodied conduct of participants in these settings, we therefore argue that particular forms of researcher competence are critical. While the importance of a researcher’s competence in a setting has been widely discussed in ethnomethodology and conversation analysis, the types of embodied competence required to study these settings demand further consideration. Here we spotlight ways in which various types of setting-specific participation and embodied competence have informed (i) our data collection strategies and (ii) our abilities to make sense of the recorded data in a study of rope access work, otherwise known as industrial climbing.

Problems with and Alternatives to the Use of Coding Schemes in Research on Counseling

1989 ◽  
Vol 17 (3) ◽  
pp. 490-506 ◽  
Author(s):  
Michael J. Patton
Keyword(s):  
Data Collection ◽  
Conversation Analysis ◽  
Adequate Description ◽  
Counseling Process ◽  
Coding Scheme ◽  
Detailed Observation ◽  
Coding Schemes ◽  
Process And Outcome ◽  
Relationship Of ◽  
As If

The uses and effects of coding schemes in research on counseling process and outcome are analyzed. It is concluded that the interpretation1 of counseling events in terms of the categories of a coding scheme attenuates at adequate description of those events whenever the researcher uses the coder `s interpretation of events as if it were veridical with the participants' inter prctation. Conversation analysis and ethnomethodology are proposed as alternate methods of data collection. These methods rely on detailed observation of the sequential utterances of counselor and client in order to identify the structures of their interaction that lend the encounter its perceived character for the participants. Thus, the context of meaning created by the participants through their relationship of interaction is made topical in the analysis of the ongoing even is of the interview.

scholarly journals Analyzing the researcher-participant in EMCA

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Emily Hofstetter
Keyword(s):  
Data Collection ◽  
Conversation Analysis ◽  
Recorded Data ◽  
Definition Of ◽  
Collection Practice

Conversation analysis strives to use naturalistic data in its research, but the definition of “natural” is often unclear (Speer, 2002) and can be at odds with both ethnomethodological understandings of data (Lynch, 2002) and practices of data collection (e.g., Stevanovic et al., 2017; Goodwin, 2018). In this paper, I reconsider the concept of naturalness with respect to a particular data collection practice: When the researcher themselves is a participant in the recorded data. I argue that analysis may be guided by how the researcher-participant is treated by others in the data, and that researchers may be considered as any other participant if treated as making activity-adequate (rather than research-adequate) contributions. Furthermore, researcher presence can demonstrate unique adequacy and provides opportunities to experiment with situated practices that otherwise are atypical or hard to access. This version of “natural” respecifies naturalness as a members’ concern in recorded interaction.

scholarly journals English Teacher’s Questioning Strategies in EFL Classroom at SMAN 1 Bontomarannu

2016 ◽  
Vol 3 (1) ◽  
pp. 107
Author(s):  
Sujariati Sujariati ◽  
Andi Qashas Rahman ◽  
Murni Mahmud
Keyword(s):  
High School ◽  
Data Collection ◽  
Conversation Analysis ◽  
Research Finding ◽  
Analysis Data ◽  
Learning Activities ◽  
Positive Effects ◽  
Questioning Strategies ◽  
Research Findings ◽  
Bahasa Indonesia

The objectives of this research were to find out the teacher’s questioning strategies, the reasons of using the questioning strategies, and the effects of the questioning strategies on student’s learning activities. The samples of this research were the teachers of senior high school in Gowa (SMAN 1 Bontomarannu). The approach employed in this research was qualitative one. The type of this research belongs to discourse analysis. Data collection of this research was conducted through recording, observation, and interview. The data gathered were analyzed through conversation analysis which were used in analyzing teacher’s questioning strategies, the reasons and the effects on students learning activities in EFL classroom. The research findings showed that the teacher used questioning strategies by applying some type of questions and performing the type of questions in each session of teaching. The open/closed questions and display questions were the dominant, it depends on the material that the teacher transferred to the students. Otherwise, the recall and referential questions, it used only a few times by teacher. The teacher also was applying other strategies, it was repeated the questions, emphasis the question, translated into Bahasa Indonesia or mixed the questions, get closer to student, and gave reward to the students. The research finding showed the positive effects from the use of questioning strategies which were applied by the teachers in EFL Classroom. It was proved by many responses from the students. Moreover, it was proved by the observation that both the teacher and the students did a good interaction through questioning strategies. Key words: English teacher’s questioning and Strategies

scholarly journals Video-Mediated Interaction (VMI)

2021 ◽  
Vol 3 (3) ◽  
Author(s):  
Brian Lystgaard Due ◽  
Christian Licoppe
Keyword(s):  
Data Collection ◽  
Conversation Analysis ◽  
State Of The Art ◽  
Sense Making ◽  
Special Issue ◽  
New Normal ◽  
Institutional Goals ◽  
Short Overview ◽  
New Findings ◽  
New Knowledge

Video-Mediated Interaction (VMI) has become a mainstream, recognisable form of interaction that is often necessary for the routine accomplishment of institutional activities. It is probable that, in the wake of COVID-19, we are currently witnessing the emergence of a new normal that is rapidly forcing people to learn how to interact via different kinds of video-mediating technologies. Whereas prior research has predominantly provided insights into, e.g. frequencies of meetings or people’s feelings and experiences based on interviews, in this special issue we present new findings regarding the detailed interactional organisation and sense-making practices in which people are practically engaged, as these naturally unfold in situated contexts. Grounded in ethnomethodology and conversation analysis (EMCA) and video-based data-collection methodology, all of the papers in this special issue explore, at a very detailed and granular level, just how video-mediated interaction is accomplished moment by moment. This approach and its findings contribute new knowledge to research communities working with video-mediation. As such, this approach is of considerable value to practitioners who need to achieve institutional goals in effective ways. In this introduction, we present a short overview of the state-of-the-art in EMCA research, and highlight the new findings contributed by the seven articles in this special issue. 

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