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The handbook of conversation analysis
Presenting an overview of theoretical and descriptive research in the field, 'The Handbook of Conversation Analysis' brings together contributions by leading international experts to provide an information resource and reference for scholars of social interaction across the areas of conversation analysis, discourse analysis, linguistic anthropology, interpersonal communication, discursive psychology and sociolinguistics.
Book
Actions in practice
Several of the contributions to the Lynch et al. Special issue make the claim that conversation-analytic research into epistemics is ‘routinely crafted at the expense of actual, produced and constitutive detail, and what that detail may show us’. Here, we seek to address the inappositeness of this critique by tracing precisely how it is that recognizable actions emerge from distinct practices of interaction. We begin by reviewing some of the foundational tenets of conversation-analytic theory and method – including the relationship between position and composition, and the making of collections – as these appear to be primary sources of confusion for many of the contributors to the Lynch et al. Special Issue. We then target some of the specific arguments presented in the Special Issue, including the alleged ‘over-hearer’s’ writing of metrics, the provision of socalled ‘alternative’ analyses and the supposed ‘crafting’ of generalizations in epistemics research. In addition, in light of Lynch’s more general assertion that conversation analysis (CA) has recently been experiencing a ‘rapprochement’ with what he disparagingly refers to as the ‘juggernaut’ of linguistics, we discuss the specific expertise that linguists have to offer in analyzing particular sorts of interactional detail. The article as a whole thus illustrates that, rather than being produced ‘at the expense of actual, produced and constitutive detail’, conversation-analytic findings – including its work in epistemics – are unambiguously anchored in such detail. We conclude by offering our comments as to the link between CA and linguistics more generally, arguing that this relationship has long proven to be – and indeed continues to be – a mutually beneficial one.
Journal Article
Critical pragmatic studies on Chinese public discourse
\"Public discourse constitutes the language environment of a town or a city, which forms part of the social environment of a country or a region. Based on extensive first-hand data collected from public places, mass media and the Internet, this monograph attempts critical pragmatic studies of public discourse in the contemporary Chinese context. By applying pragmatic theories and analytical instruments to the analysis of the data, including business names, advertisements, public signs and notices, and news, the book showcases such discursive practices as personalization and subjectivization and reveals such social problems as unhealthy social mentalities, \"pragmatic traps\", suspect discrimination, and vulgarity. It exemplifies a way of combining the Critical Discourse Analysis (CDA) approach and the pragmatic approach with a clear focus on the pragmatic issues. This book will not only be a necessary addition to the academic discipline of pragmatics in general, and critical pragmatics in particular, but also lay bare the problems existing in the use of public discourse and suggest several ways to improve such use. While it addresses the Chinese data only, the proposed analyses may contribute to international readers' understanding of public discourse in contemporary China and serves as a reference for similar researches worldwide\"-- Provided by publisher.
Book
When to Make the Sensory Social
This article analyzes naturally occurring video-recorded openings during which participants make the sensory social through the action of registering — calling joint attention to a selected, publicly perceivable referent so others shift their sensory attention to it. It examines sequence-initial actions that register referents for which a participant is regarded as responsible. Findings demonstrate a systematic preference organization which observably guides when and how people initiate registering sequences sensitive to ownership of, and displayed stance toward, the target referent. Analysis shows how registering an owned referent achieves intersubjectivity and puts involved participants’ face, affiliation, and social relationship on the line. A video abstract is available at https://youtu.be/rNL70vawG3o
Journal Article
From Engagement to Disengagement in a Psychiatric Assessment Process
In a longitudinal conversation analytical (CA) case study, we examined patient engagement in a psychiatric assessment process (nine clinical interviews) with a young woman who eventually received the diagnosis of personality disorder. Based on Goffman, we consider engagement in interaction as consisting of three facets: engagement in the action at hand, bodily engagement with the co-participant, and engagement with the local moral order of the encounter. The patient begins the assessment process with high engagement and ends it up in low engagement. Yet, during this process, the patient oscillates between moments of high and low engagement. We show how the Goffmanian idea of engagement can be elaborated by CA. On the other hand, the Goffmanian view enriches CA by bringing to the foreground the interconnectedness of the different facets of engagement. A video abstract is available at https://youtu.be/S7BA7HRFvJ0.
Journal Article
Conversation Analysis
'Conversation analysis' is an approach to the study of social interaction that focuses on practices of speaking that recur across a range of contexts and settings. The early studies in this tradition were based on the analysis of English conversation. More recently, however, conversation analysts have begun to study talk in a broader range of communities around the world. Through detailed analyses of recorded conversations, this book examines differences and similarities across a wide range of languages including Finnish, Japanese, Tzeltal Mayan, Russian and Mandarin. Bringing together interrelated methodological and analytic contributions, it explores topics such as the role of gaze in question-and-answer sequences, the organization of repair, and the design of responses to assessments. The emerging comparative perspective demonstrates how the structure of talk is inflected by the local circumstances within which it operates.
eBook
Duels and duets : why men and women talk so differently
\"Why do men and women talk so differently? And how do these differences interfere with communication between the sexes? In search of an answer to these and other questions, John Locke takes the reader on a fascinating journey, from human evolution through ancient history to the present, revealing why men speak as they do when attempting to impress or seduce women, and why women adopt a very different way of talking when bonding with each other, or discussing rivals. When men talk to men, Locke argues, they frequently engage in a type of 'dueling', locking verbal horns with their rivals in a way that enables them to compete for the things they need, mainly status and sex. By contrast, much of women's talk sounds more like a verbal 'duet', a harmonious way of achieving their goals by sharing intimate thoughts and feelings in private\"-- Provided by publisher.
Book
Instructed Vision: Navigating Grammatical Rules by Using Landmarks for Linguistic Structures in Corrective Feedback Sequences
This study aims to show how multimodality, that is, the mobilization of various communicative resources in social actions (Mondada, 2016), can be used to teach grammar. Drawing on ethnomethodological conversation analysis (Sacks, 1992), the article provides a detailed analysis of 2 corrective feedback sequences in a Swedish-as-a-second-language classroom. It shows that teaching grammar using corrective feedback sequences is a collaborative activity between teachers and students, which requires both verbal and other embodied practices. Specifically, it demonstrates how the teachers made grammatical constructs visible, noticeable, and thus learnable through the use of multiple resources such as annotating and illustrating on a whiteboard or projection screen, using concrete meta-talk (Storch, 2008), together with nonverbal actions such as gesturing. The article argues that the practice of marking a linguistic structure through multiple resources creates 'landmarks' for teaching purposes. These landmarks were used (a) for an instructed vision through which the intelligibility of abstract grammatical concepts and relations as cognitive phenomena is constituted by a concrete set of observable and reportable actions, and (b) as prompts in organizing knowledge not only for the purpose of the current activity of teaching but also for future occasions.
Journal Article