Organizational Language in use: Interaction Analysis, Conversation Analysis and Speech Act Schematics

2012 ◽  
pp. 131-152 ◽  
Author(s):  
Gail T. Fairhurst ◽  
François Cooren
Keyword(s):  
Conversation Analysis ◽  
Speech Act ◽  
Interaction Analysis ◽  
Organizational Language

Intonazione e significato: l’esempio dell’italiano regionale di Bergamo

2018 ◽  
Vol 69 (1) ◽  
pp. 35-55
Author(s):  
Giorgio Antonioli ◽  
Manuela Caterina Moroni
Keyword(s):  
Conversation Analysis ◽  
Empirical Data ◽  
Speech Act ◽  
Research Project ◽  
Preliminary Results ◽  
Form Function ◽  
Distinctive Type ◽  
Selection Of

Abstract In this paper we present a selection of preliminary results of our research project “Intonation and Meaning”, in which we compare recurrent intonation contours in German and Italian regional varieties. We apply the method of German Interactional Prosody Research (Interaktionale Prosodieforschung), which in turn is based on Conversation Analysis, to a sample of selfcollected empirical data. Our aim is to show the value of intonation as a resource to contextualize speech activities and to point out form-function relationships between intonation patterns and speech act types. In this respect, we observe the usage of intonation contours with rising accent (L*H) and with falling accent (H*L) in the utterance of question activities, and provide evidence for the fact that the latter represent a distinctive type of questions with epistemic presupposition, whereas L*H correlates rather with default, modally unmarked questions.

scholarly journals Speech Acts

2016 ◽  
Author(s):  
Stephen C. Levinson
Keyword(s):  
Conversation Analysis ◽  
Speech Acts ◽  
Language Use ◽  
Speech Act ◽  
Linguistic Pragmatics ◽  
Recursive Structures ◽  
Core Language ◽  
Core Issues ◽  
Essential Insight

The essential insight of speech act theory was that when we use language, we perform actions—in a more modern parlance, core language use in interaction is a form of joint action. Over the last thirty years, speech acts have been relatively neglected in linguistic pragmatics, although important work has been done especially in conversation analysis. Here we review the core issues—the identifying characteristics, the degree of universality, the problem of multiple functions, and the puzzle of speech act recognition. Special attention is drawn to the role of conversation structure, probabilistic linguistic cues, and plan or sequence inference in speech act recognition, and to the centrality of deep recursive structures in sequences of speech acts in conversation.

scholarly journals “Are you saying …?”

Pragmatics ◽  
2017 ◽  
Vol 27 (1) ◽  
pp. 115-143 ◽  
Author(s):  
Foluke Olayinka Unuabonah
Keyword(s):  
Conversation Analysis ◽  
Speech Act ◽  
Cooperative Principle ◽  
Speech Event ◽  
Public Hearings

This study explores metapragmatic comments in Nigerian quasi-judicial public hearings, involving interactions between complainants, defendants and a hearing panel, with a view to investigating their forms, features, distribution and functions. The data are analysed quantitatively and qualitatively from a discourse-pragmatic framework that incorporates Verschueren’s theory of metapragmatics, Mey’s pragmatic act theory, Grice’s Cooperative Principle and conversation analysis. Four types of metapragmatic comments are used: speech act descriptions, talk regulation comments, maxim adherence/violation related comments and metalinguistic comments. Their distribution and functioning are shown to be partly predictable from properties of the speech event, while they also co-determine the nature and development of the analysed hearings.

Transcription for Conversation Analysis

2018 ◽  
Author(s):  
Galina B. Bolden ◽  
Alexa Hepburn
Keyword(s):  
Conversation Analysis ◽  
Social Action ◽  
Interaction Analysis ◽  
A Priori ◽  
Orthographic Representation ◽  
Transcription System ◽  
Social Actions ◽  
Audio Recordings ◽  
The Rich ◽  
The 1960S

The transcription system for Conversation Analysis (CA) was originally developed by Gail Jefferson, one of the founders of CA, in the 1960s. Jefferson’s transcription conventions aim to represent on paper what had been captured in field audio recordings in ways that would preserve and bring to light the interactionally relevant elements of the recorded talk. Conversation analytic research has demonstrated that various features of the delivery of talk and other bodily conduct are basic to how interlocutors carry out social actions in interaction with others. Without the CA transcription system it is impossible to identify these features, as it represents talk and other conduct in ways that capture the rich subtlety of their delivery. Jefferson’s system of conventions evolved side by side with, and was informed by the results of, interaction analysis, which has shown there are many significant aspects of talk that interactants treat as relevant but that are entirely missed in simple orthographic representation. Conversation analysts’ insistence on capturing not only what is said but also details of how something is said, including interactants’ visible behaviors, is based on the assumption that “no order of detail in interaction can be dismissed a priori as disorderly, accidental, or irrelevant” (according to John Heritage in 1984). Conversation analytic transcripts need to be detailed enough to facilitate the analyst’s quest to discover and describe orderly practices of social action in interaction.

Teaching Requesting to EFL Learners: A Conversation Analysis-Informed Approach

2019 ◽  
Vol 2018 (1) ◽  
pp. 249
Author(s):  
Allan Nicholas
Keyword(s):  
Conversation Analysis ◽  
Classroom Instruction ◽  
Speech Act ◽  
Explicit Instruction ◽  
Efl Learners ◽  
Short Program ◽  
Potential Resource ◽  
Classroom Materials

Requesting can be a difficult speech act for EFL learners. However, current classroom materials do not always provide effective guidance, frequently lacking explicit instruction or failing to embed requests in wider conversations. Conversation analysis (CA), focusing on requesting in authentic talk, has been proposed as a potential resource for the EFL classroom. In the current study, the effectiveness of CA-informed classroom instruction in promoting development in learner requesting was investigated, focusing on a single participant. There were 3 study phases—a preprogramme set of requesting tasks; a short program of instruction, informed by the CA literature; and a further set of requesting tasks. Pre-and postprogramme transcript data and requesting models drawn by the participant were analysed. Postprogramme requesting performances were found to generally be more complex, with lengthier opening, requesting, and closing sequences. Learner requesting models also showed evidence of developing understanding of how requests are co-constructed in conversation. EFL学習者にとって、依頼行為は、難しい発話行為となりえる。しかしながら、授業で使用する教材は、効果的なガイダンスが提示されていないことがあり、明白な指示もしばしば不足し、また様々な会話での依頼行為を盛り込めていない。会話分析（CA）は、実際の会話での依頼行為にフォーカスし、EFLの授業のリソース候補として提唱されてきた。本論文では、CAに基づく授業指導の有効性を探っている。今回のCAは一人の実験参加者に着目し、3段階に分けて調査した。指導前の依頼行為、CA研究に基づく短かい指導、指導後の依頼行為である。そして、指導前後の会話データと、実験参加者が描いた依頼の会話チャートを分析した。指導後は、依頼行為が全体的により複雑化し、会話の始まり、依頼、そして結びまでが長くなることが判明した。また、学習者が描いた依頼の会話チャートでも、会話での依頼行為の（参加者による）共同の組み立て方をより理解した形跡が見られた。

scholarly journals Kannanottaminen Twitterissä sosiaalisen ja digitaalisen toiminnan rajapintana

2021 ◽  
Vol 40 (3) ◽  
Author(s):  
Liisa Kääntä
Keyword(s):  
Social Sciences ◽  
Social Interaction ◽  
Conversation Analysis ◽  
Digital Humanities ◽  
Online Discussion ◽  
Interaction Analysis ◽  
Remote Work ◽  
Thread Discussion ◽  
Remote Workers ◽  
Positive Assessment

This study explores assessing as a social and digital activity in Twitter interactions on remote work. Digital interaction analysis of progressivity and sequentiality is used as a method that is based on online discussion research and applied conversation analysis. In hashtag #etätyö discussion participants are showing appreciation for the opportunity to work remotely, evaluating features of remote work, and advising remote workers through assessing forms and actions. Simultaneously, they progressively carry on and orient to the specific ‘hashtagged’ lines of discussion. In specific thread discussion participants organize assessing activity through positive and complementary, and occasionally negative, responses that are reciprocally and sequentially produced in line with the thread’s first tweet doing positive assessment. In conclusion, societally important issues should be assessed using jointly social and digital affordances available in the platform contexts. Furthermore, the study contributes to the discussion in digital humanities and social sciences on the importance of social interaction perspective.

Situated Learning and Interacting With/Through Technologies

2011 ◽  
pp. 155-183 ◽  
Author(s):  
Pirkko Raudaskoski
Keyword(s):  
Data Analysis ◽  
Communities Of Practice ◽  
Everyday Life ◽  
Conversation Analysis ◽  
Situated Learning ◽  
Social Order ◽  
Interaction Analysis ◽  
Everyday Practices ◽  
Full Participation ◽  
Interdisciplinary Interaction

There is a growing interest within social and humanistic sciences towards understanding practice both theoretically and analytically. Lave and Wenger’s (1991) concept, “situated learning,” describes the process of newcomers moving toward full participation in a community. Wenger later refined his approach in his book Communities of practice: Learning, meaning and identity. Situated learning is equalled with social order: instead of understanding learning as a separate practice from everyday life, learning is seen as a more mundane phenomenon. It is sometimes difficult to operationalize Lave and Wenger’s concepts in data analysis. Ethnomethodology and conversation analysis (CA) find that social order is created continuously by its members in their interactions. As ethnomethodology and CA base their findings on rigorous data analysis, they are extremely useful in analysing situated learning in everyday practices. The interdisciplinary interaction analysis (IA) is suggested as the best way to study the various aspects of situated learning in technology-intensive interactions.

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