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Journal articles on the topic 'Interactional talk'
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1
Nielsen, Søren Beck. "Interactional integration of talk and note-taking." Psychology of Language and Communication 25, no. 1 (2021): 145–67. http://dx.doi.org/10.2478/plc-2021-0007.
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Abstract This paper contributes to the current line of research that examines how participants interactionally engage in simultaneous multiple courses of actions. It looks into how institutional interactants jointly integrate two concurrent engagements: talk and note-taking. It builds upon video recordings of naturally occurring monitoring visits in Denmark, where social supervision representatives interview foster parents and facility leaders and simultaneously take notes on their laptop computers. Data suggest that talk and note-taking concur very commonly, that is, representatives take notes extensively while the other party talks. The paper investigates three factors that advance our knowledge about interactional reasons why this dual engagement can take place so commonly. First, when initiating concurring writing or talk, both parties orient towards simultaneous engagement in the two activities as appropriate. Second, whilst writing, representatives verbally display recipiency to talk, which prompt speakers to continue. Third, representatives frequently suspend the act of writing in order to briefly face the speakers, which they similarly treat as an encouragement to continue.
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Kaimaki, Marianna. "Tunes in Free Variation and Sequentially Determined Pitch Alignment: Evidence from Interactional Organisation." Journal of Greek Linguistics 10, no. 2 (2010): 213–50. http://dx.doi.org/10.1163/156658410x531384.
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AbstractResults arising from a study of the prosodic organisation of everyday talk in Greek suggest that 'falling' and 'rising' tunes might occur in free variation in certain interactional contexts. They also show that, at least for Greek, pitch alignment of rising tunes might be interactionally driven. I explore these possibilities by examining the organisation of two interactional sequences: a) response-to-summons turns (i.e. the first utterance by the recipient of a call) at the openings of Greek telephone calls, b) sequences involving the Greek continuer ne. Analysis of the first data set of response-to-summons turns suggests that the choice of falling or rising tune does not appear to have consequences for the design or subsequent development of the talk. Nor is there evidence in the interactional behaviour of the participants that the choice conveys a difference in pragmatic nuance. Analysis of the second data set shows that pitch alignment of rising tunes might be dependent on the interactional function and/or lexical design of the turn they occur in. I argue that choice of tune-type in this interactional context is related to particular lexical selections and that pitch alignment is related to interactional structure and composition of the turn.
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Makdani Kahar, Muh Nuh Fadly, Arman Arman, and Nur Israfyan Sofian. "TRANSACTIONAL AND INTERACTIONAL TALKS IN ESCAPE FROM ALCATRAZ MOVIE." Seshiski: Southeast Journal of Language and Literary Studies 4, no. 2 (2024): 157–68. https://doi.org/10.53922/seshiski.v4i2.66.
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The objective of this research is to find out what is motive or purpose transactional and interactional talk used in Escape from Alcatraz movie based on McCarthy’s theory. This research used qualitative descriptive method where the source of data was obtained from Escape from Alcatraz movie. The data were collected by watching the movie, coding and classifying the data. The researcher discovered that the movie has a transactional and interactional talk which is Frank Morris during his time in Alcatraz Prison; Morris knew guards treated inmates inhumanely. Seeing this condition, he invited two colleagues to escape from Alcatraz. This plan is almost impossible to carry out, but they are not desperate. They planned in detail what to do to redeem the defensive fortress of Alcatraz. Using transactional talks, slowly but surely, this secret was revealed by Morris by telling the actual situation. Thus, to reveal a secret, sometimes the main character Frank Morris use any transactional talk to disclose deeper information that is deliberately concealed, which happens in this movie. The results showed that Transactional talk is the most dominant compared to interactional talk, because every conversation carried out by the main character Frank Morris is closely related to telling someone something they need to know, exchanging information or giving ideas, and getting someone to do something based on McCarthy’s theory.
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Park, Joseph Sung-Yul. "Cognitive and interactional motivations for the intonation unit." Studies in Language 26, no. 3 (2002): 637–80. http://dx.doi.org/10.1075/sl.26.3.07par.
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While the intonation unit (IU) has been characterized as a cognitive unit in earlier research, recent studies have revealed its interactional aspects as well. Using data from spoken Korean, this study presents evidence which shows that the IU is motivated both cognitively and interactionally, and proposes an interpretation of the IU that incorporates both of these bases, arguing that the IU serves as an interactional resource that speakers and listeners may rely on in organizing their talk, while it is the cognitive nature of the IU itself that allows the IU to serve as such a resource.
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Ardington, Angela. "Alliance building in girls’ talk." Australian Review of Applied Linguistics 26, no. 1 (2003): 38–54. http://dx.doi.org/10.1075/aral.26.1.04ard.
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This paper focuses on those speech activities which foreground the conversational accomplishment of alliance building in pre-adolescent girls’ talk. The methodology and analysis of alliance building is synthesised from the theoretical frameworks of interactional sociolinguistics and Conversation Analysis. Delicate microanalysis reveals how playfully negotiated behaviours are interwoven into interactions by participants during the course of their talk in a range of interactional tasks. Findings demonstrate that alliance building is accomplished in a diversity of forms that contribute to the overall gamelike key of pre-adolescent girls’ talk. Some of the selected resources foreshadow documented interactional practices associated with women, realised in turn taking procedures and features such as close monitoring of talk complimenting actions and statements of self deprecation (Coates, 1991; Holmes, 1993; Tannen, 1993). Findings also reveal that alliance building is not confined to overtly positive affect practices and supportive behaviours reported in the widely embraced cooperative model. Results are discussed in terms of their contribution to the literature on older children’s language use.
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Ogden, Richard. "Turn transition, creak and glottal stop in Finnish talk-in-interaction." Journal of the International Phonetic Association 31, no. 1 (2001): 139–52. http://dx.doi.org/10.1017/s0025100301001116.
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Finnish talk-in-interaction is shown to use creak and glottal stops distinctively. Creak has turn-yielding functions, and glottal stops have turn-holding functions. Rather than either intuition or the use of large corpora with no attention to the interactional function in which the talk is embedded, the methodology used is that of interactional linguistics (e.g. Couper-Kuhlen & Selting 1996 for a prosodic approach), which places emphasis on demonstrating participants' local orientation to linguistic categories within interactional sequences.
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Weiste, Elina, Sanni Tiitinen, Sanna Vehviläinen, Johanna Ruusuvuori, and Jaana Laitinen. "Counsellors’ interactional practices for facilitating group members’ affiliative talk about personal experiences in group counselling." Text & Talk 40, no. 4 (2020): 537–62. http://dx.doi.org/10.1515/text-2020-2068.
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AbstractAffiliative talk about personal experiences, that is, talk that supports the person’s affective stance towards the experience, is important in all types of counselling. Often, however, this is not the only or even the main goal of the counselling. We investigate what interactional practices counsellors use to facilitate group members’ affiliative talk about their personal experiences in a problem focused, health promotion group counselling. The findings are based on a conversation analysis of 23 video-recorded group counselling sessions. We present four interactional practices by counsellors for facilitating participants’ talk about their personal experiences in relation to other group members’ experiences. We demonstrate that each interactional practice sets up a different space for telling about one’s experiences in an affiliative way. Loosely designed questions about group members’ thoughts at the end of an assignment seem to engender stretches of affiliative talk about personal experiences very efficiently. We suggest that even if the counselling is focused on solving group members’ problems, it should include time for loosely structured discussions among group members to support affiliative talk.
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Hamdan, Ayman Hamad Elneil, and Elsadig Ali Elsadig Elandeef. "Teacher Talk and Learner Involvement in EFL Classroom: The Case of Saudi Setting." International Journal of Linguistics, Literature and Translation 4, no. 3 (2021): 201–8. http://dx.doi.org/10.32996/ijllt.2021.4.3.23.
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This study investigates the maximum output of minimizing teacher talk and activating classroom interactivity in teaching English as a foreign language in light of 21st-century skills. It focuses on the self-evaluation of teacher talk (SETT model) and classroom interactional competence (CIC) that guides the teachers to use interaction as a tool to give their learners enough learning opportunities. Teacher talking time is analyzed from a dualistic perspective, quantity and quality. The classroom interaction's analysis is based on the micro contexts and the pedagogic aspects. This research is conducted with a qualitative approach and content analysis method. The data source is the recording of ten English classes at the college of sciences and arts in Dhahran Aljanoub, King Khalid University (KKU). The study's findings have revealed that instructors dominate talking in English class and pose questions to students to minimise teacher talking time, and the most interactional features are based on displaying questions and teachers' domination of English classroom discourse.
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Horlacher, Anne-Sylvie, and Simona Pekarek Doehler. "‘Pivotage’ in French talk-in-interaction." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 24, no. 3 (2014): 593–622. http://dx.doi.org/10.1075/prag.24.3.07hor.
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French talk-in-interaction shows a recurrent patterning of utterances that can schematically be presented as [clause-NP-clause], as in ellei va s’effacer l’imagei ellei va s’effacer (‘iti is going to fade away the image,i iti is going to fade away)’, where i signals co-indexicality. In this pattern, the NP represents a pivot element which together with the preceding clause can be heard as forming a right dislocation ([clause-NP]), and together with the subsequent clause can be heard as forming a left dislocation ([NP-clause]). One interactionally consequential feature of the [clause-NP-clause] pattern is that it organizes specific types of units in specific ways during the temporal unfolding of talk: It allows speakers to proffer two subsequent predications about the same referent, typically within one TCU, whereby the temporally second predication may be either identical (mirror image-like pivot patterns) or different from the first. We demonstrate that speakers use the [clause-NP-clause] pivot pattern to accomplish a set of interactional jobs related to the management of repair, to stance taking, to the progressivity of talk, and to issues of recipiency. We also show that, recurrently, the pattern is configured on-line, following an emergent trajectory which is adapted to local interactional contingencies; this is what we refer to as pivotage (‘pivoting’), i.e. the grammatical shaping of pivot patterns ‘in the making’. Based on these findings, we argue that the [clause-NP-clause] pivot pattern testifies to the adaptive, emergent and thoroughly temporal nature of grammar.
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Vine, Bernadette, Janet Holmes, Meredith Marra, Dale Pfeifer, and Brad Jackson. "Exploring Co-leadership Talk Through Interactional Sociolinguistics." Leadership 4, no. 3 (2008): 339–60. http://dx.doi.org/10.1177/1742715008092389.
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Pekarek Doehler, Simona. "Grammaire – Discours – Interaction: vers une approche interactionniste des ressources grammaticales liées à l’organisation discursive." Travaux neuchâtelois de linguistique, no. 41 (September 1, 2005): 1–14. http://dx.doi.org/10.26034/tranel.2005.2701.
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This introductory paper discusses how recent developments in discourse-functional and interactionally oriented work have drastically changed the way we look at information structure, and more generally how we understand the grammatical resources used to organize discourse. It is shown how the axis described in the title of this volume, grammar-discourse-interaction, identifies both a theoretical development regarding the way in which linguistic facts are conceptualized, and an empirical development regarding the types of data on which the former are based. The discussion focuses on the latest and maybe most non-traditional development in the area of grammar and discourse organization, namely interactional linguistics. It is demonstrated how interactional linguistics, by inviting us to reconsider grammar in the light of the social and sequential organization of talk-in-interaction, radically changes the way we understand and analyze reference and more generally information structure in discourse. The paper closes with a brief presentation of the contributions to this volume, each stressing in its own way the idea that grammatical facts cannot be dissociated from social and sequential organization of talk-in-interaction.
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SELTING, MARGRET. "The construction of units in conversational talk." Language in Society 29, no. 4 (2000): 477–517. http://dx.doi.org/10.1017/s0047404500004012.
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The notion of Turn-Constructional Unit (TCU) in Conversation Analysis has become unclear for many researchers. The underlying problems inherent in the definition of this notion are here identified, and a possible solution is suggested. This amounts to separating more clearly the notions of TCU and Transition Relevance Place (TRP). In this view, the TCU is defined as the smallest interactionally relevant complete linguistic unit, in a given context, that is constructed with syntactic and prosodic resources within their semantic, pragmatic, activity-type-specific, and sequential conversational context. It ends in a TRP unless particular linguistic and interactional resources are used to project and postpone the TRP to the end of a larger multi-unit turn. This suggestion tries to spell out some of the assumptions that the seminal work in CA made in principle, but never formulated explicitly.
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Rambe, Yuni Ansari. "ANALYSIS OF TEACHER TALK IN ENGLISH CLASSES IN VOCATIONAL HIGH SCHOOL TELADAN MEDAN." AICLL: ANNUAL INTERNATIONAL CONFERENCE ON LANGUAGE AND LITERATURE 1, no. 1 (2018): 118–24. http://dx.doi.org/10.30743/aicll.v1i1.17.
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The objective of this study at describing the types of Teacher Talk, the effectiveness/ineffectiveness of Teacher Talk, and the aspect of Teacher Talk in classroom observation. This study used descriptive qualitative method is employed in this study which tries to describe all phenomena that occurred in the classroom This study involved an English teacher as research subject in his class. The subject of this study has implemented English talk as a means of communication in learning process of his classroom. The subject here is a female teacher who has been teaching English for one years and graduated from the university of Medan. This study was conducted in SMK Teladan located in Medan city. This study was done in twelfth grade. This class consists of 22 students with 11 are males and 11 are females. The main data was taken through observation technique. The data was collected by using recording and field notes. From analysis done, it was found that English teacher performed their interactional communicative features out of five in the classroom. The features are 1. Referential Questions 2. Content Feedback 3. Student initiated Talk. All communicative interactional features of teacher it happened in discussion activities, it could be concluded that the teacher performs their interactional communicative features in classroom interaction out of five. There features are: 1. Referential Questions 2. Content Feedback 3. Student initiated Talk.
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Cancino Avila, Marco Octavio. "Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for classroom interactional competence." Studies in Second Language Learning and Teaching 9, no. 4 (2019): 581–606. http://dx.doi.org/10.14746/ssllt.2019.9.4.2.
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The language choices that teachers make in the language classroom have been found to influence the opportunities for learning given to learners (Seedhouse, 2004; Walsh, 2012; Waring, 2009, 2011). The present study expands on research addressing learner-initiated contributions (Garton, 2012; Jacknick, 2011; Waring, Reddington, & Tadic, 2016; Yataganbaba & Yıldırım, 2016) by demonstrating that opportunities for participation and learning can be promoted when teachers allow learners to expand and finish their overlapped turns. Audio recordings of lessons portraying language classroom interaction from three teachers in an adult foreign language classroom (EFL) setting were analyzed and discussed through conversation analysis (CA) methodology. Findings suggest that when teachers are able to navigate overlapping talk in such a way that provides interactional space for learners to complete their contributions, they demonstrate classroom interactional competence (Sert, 2015; Walsh, 2006). The present study contributes to the literature by addressing interactional features that increase interactional space, and an approach to teacher and learner talk that highlights CA’s methodological advantages in capturing the interactional nuances of classroom discourse.
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Kupferberg, Irit, David W. Green, and Izhak Gilat. "Figurative Positioning in Hotline Stories." Narrative Inquiry 11, no. 2 (2001): 385–410. http://dx.doi.org/10.1075/ni.11.2.07kup.
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Personal stories and tropes are ubiquitous in problem talk (e.g. therapy, counseling and hotline) which focuses on problem presentation, discussion and candidate solutions. Current studies of radio problem talk between troubled callers and psychologists show that certain tropes constitute the gist of callers’ narrative versions of the problems, and facilitate the negotiation of solutions (Kupferberg & Green, 1998). Adapting Bamberg’s (1997a) broad definition of positioning to institutional hotline talk, the present study further explores to what extent troubled callers position themselves figuratively, and whether figurative positioning is related to the interactional discussion of solutions. Analysis of 26 hotline calls shows that callers positioned themselves figuratively in relation to the volunteer whose help they sought, and that tropes enhanced the interactional discussion of the problem. (Personal stories, Tropes, Figurative positioning, Hotline talk)
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Roever, Carsten, and Gabriele Kasper. "Speaking in turns and sequences: Interactional competence as a target construct in testing speaking." Language Testing 35, no. 3 (2018): 331–55. http://dx.doi.org/10.1177/0265532218758128.
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In the assessment of speaking, a psycholinguistically based speaking construct has predominated. In this paper, we argue for the integration of the construct of interactional competence (IC) in speaking assessments to broaden the range of defensible inferences from speaking tests. IC emphasizes the co-constructed nature of interaction and enables the rating of L2 users’ ability to deploy interactional tools that lead to shared understandings. Recent work on IC shows that levels of development can be distinguished, for example, in the sequential organization of social actions such as requests and refusals. This can in turn inform interactionally specific ratings. Furthermore, an IC perspective allows a fine-grained analysis of interactions between examiners and test takers to detect effects of examiner talk. Apparent misunderstandings or disfluencies by test takers can be examiner-induced with the test taker’s response actually demonstrating interactional ability rather than lack of proficiency. We argue that inclusion of IC as a construct in testing speaking opens new perspectives on oral proficiency and enhances the validity of speaking assessments.
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Boyd, Elizabeth A. "Wayne A. Beach, Conversations about illness: Family preoccupations with bulimia. Mahwah, NJ: Erlbaum, 1996. Pp. vii, 148. Hb $36.00, pb $16.00." Language in Society 29, no. 3 (2000): 423–25. http://dx.doi.org/10.1017/s0047404500253049.
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Within the fields of health communication and medical sociology, there is growing interest in exploring the social and interactional character of health and illness. This interest results, in large part, from the recognition that the very foundations of a society's notions of health are inextricably rooted in the social. With the present book, we have one of the first interactional studies of a family's experience with a particular illness: bulimia. Beach provides a glimpse into the way that family members both talk about, and talk into being, the health problems of one of its members. Removing the notion of illness from the individual, psychological experience is not an especially novel idea; but Beach's location of it in the interactional details of a conversation between a grandmother and granddaughter is quite notable.
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Greer, Tim. "Recruitment During Table-Cooked Meals: Foregrounding and Backgrounding Offers and Acts of Assistance Within Multi-Party Talk." East Asian Pragmatics 10, no. 2 (2025): 162–85. https://doi.org/10.3138/eap-2025-0002.
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At Japanese yakiniku-style restaurants, customers grill meat at the table and then often offer it to each other. Such offers are a form of recruitment—the outcome of various interactional methods for eliciting or soliciting involvement. Drawing on multimodal conversation analysis, this study focuses on sequences of lingua franca English talk between three Japanese people and their French guest in one such restaurant setting. The analysis explores dual involvements in which food-related offers are interactionally backgrounded in deference to primary talk about other topics. The cooking party times their offers to gaps in the primary talk, sometimes delaying the offer to insert it at a sequentially favorable juncture to better mobilize acceptance from the recipient. The study provides insight into the integrated roles of temporality, embodiment, materiality, and participation in the mundane, yet finely coordinated, accomplishment of attentiveness to the needs of others during table-cooked meals.
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Junior, Simon Resania, Dwi Rukmini, and Issy Yuliasri. "Walsh’s Classroom Modes and Interactional Features of Teacher Talk in Science Class at DCS Semarang." English Education Journal 11, no. 4 (2021): 608–18. http://dx.doi.org/10.15294/eej.v11i4.52184.
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This research aims to find out how the realization of classroom modes and interactional features of teacher talk and identify the interactional features that either support or hindrance student's learning in science class elementary level. The descriptive qualitative method is applied in this study. Twelve lessons from 7 teachers were transcribed and analyzed using the Self Evaluation of Teacher Talk (SETT) framework adapted from Walsh (2006) supported by data interview. The findings show that all four classroom modes can be seen in all of the lessons, but classroom context modes were found in a limited portion. The teachers performed all interactional features where the most frequent occurrences are teacher echo, display question, seeking clarification, content feedback, and extended teacher turn. The lesser proportion of the interactional features are scaffolding, extended wait time, referential questions, direct repair, confirmation check, extended learner turn, teacher interruptions, form-focused feedback, and turn completion. From all the interactional features that have been employed, seeking clarification, content feedback, scaffolding, and extended wait time are strategies that potentially support students learning. On the other hand, teacher echo and display questions were found to hindrance students’ learning potentially.
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Xavier, Carla Cristina Munhoz, and Traci Walker. "Lexical repetitions and repair initiation in mother–child talk." Research on Children and Social Interaction 2, no. 1 (2018): 49–73. http://dx.doi.org/10.1558/rcsi.33065.
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This study examines the linguistic and interactional organization of repair in Brazilian Portuguese playtime conversations between six mothers and their children (mean age 2;6). Following both interactional phonetics and conversation analytic methodological approaches, this investigation focuses on how children and mothers negotiate the action done by the mother's lexical repetition used to initiate repair on the child's previous turn. The results suggest that children's ability to understand mothers' lexical repetitions addressing pronunciation problems comes before their ability to understand repetitions that address problems of lexical choice.
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Liddicoat, Anthony J. "Argumentation as an interactional process in conversation." Australian Review of Applied Linguistics 18, no. 2 (1995): 85–104. http://dx.doi.org/10.1075/aral.18.2.05lid.
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Argument is a structured phenomenon, the structuring of which is evident in conversational activity. This study begins with speech act analyses of argumentation and examines the was in which idealized models of argumentation relate to the linguistic behaviour of participants in argument as talk. While a speech act understanding of arguments reveals some of the basic principles of the ways in which arguments are constructed as talk, sequencing patterns of arguments are interactionally accomplished. Speakers produce turns which are related to their purpose in talking and which include speech act complexes appropriate for the perlocutionary act of convincing. This limits the range of choices for a speaker in the sequence of interaction. Turns which do not count as appropriate for the task of arguing are accountable.
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TANAKA, HIROKO. "Adverbials for turn projection in Japanese: Toward a demystification of the “telepathic” mode of communication." Language in Society 30, no. 4 (2001): 559–87. http://dx.doi.org/10.1017/s004740450100402x.
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This article employs conversation analysis to investigate the role of adverbials in Japanese talk-in-interaction for the projection of further talk and some implications this has for interactional styles. Through examination of naturally occurring talk, it is first observed that a typical usage of adverbials is in some position preceding the predicate, although they are also appended as post-predicate additions. Second, when adverbials are produced prior to a predicate, evidently they can strongly project a forthcoming predicate within the particular interactional context. Given the importance of predicates within Japanese turns, adverbials have a major part to play, not only in assisting participants to foreshadow a probable unfolding of an utterance, but also to enable recipients to achieve early alignment with emerging talk and to expedite the implementation of subsequent actions. These features are shown to be a powerful resource in the facilitation of seemingly implicit styles of communication.
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Wanphet, Phalangchok. "Emic approach to research on conversational gap in the foreign language classroom." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 28, no. 1 (2015): 319–40. http://dx.doi.org/10.1075/resla.28.1.15wan.
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An emic perspective, or insiders’ perspective, has been widely employed in social interactionism-inspired qualitative studies. This view claims that any interactional behavior can be examined from within the system. Applied to research in which talk is central, this view requires data to come from the participants who are involved in the talk because they document their social actions to each other within the details of their interaction. Researchers can access the perspective by adopting the same perspective as the participants. As a result, the findings yield high internal and ecological validity. Following this perspective, this study, which explores silence, or, to be more specific, gap, in institutionalized talk, demonstrates how interactional data is produced and analyzed by the participants as the talk emerges. This study shows that an emic view allows researchers to indirectly involve participants in the analysis and can be an alternative potential tool in descriptive communication research.
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Garcia, Angela Cora. "Presidential campaign talk: Question-answering in ‘Neutral Informational Interviews’." Discourse & Society 29, no. 3 (2017): 256–78. http://dx.doi.org/10.1177/0957926517734662.
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This article is a dual-case analysis of presidential campaign interviews conducted with former President George HW Bush when he was campaigning for the Republican presidential nomination in 1980, and former President William J. Clinton when he was campaigning for the presidency in 1991. Both interviews were conducted at high schools in New Hampshire and are publicly available on the C-SPAN website. The purpose of this analysis is to investigate how the success or failure of political campaigns may be tied to candidates’ interactional competence and pragmatic skills. This will be done through an examination of the strengths and weaknesses of the answers each candidate produced in the context of these non-adversarial interviews. This conversation analytic investigation reveals key differences between the two candidates in the successful display of various types of knowledge, interactional competency, sensitivity to audience design, fluency of speech and organization of their responses. The results are discussed in terms of the importance of interactional skills for the success of political campaigns and the effectiveness of ‘Neutral Informational Interviews’ for educating the audience.
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Sierra, Sylvia. "Playing out loud: Videogame references as resources in friend interaction for managing frames, epistemics, and group identity." Language in Society 45, no. 2 (2016): 217–45. http://dx.doi.org/10.1017/s0047404516000026.
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AbstractThis study examines how friends in their mid-twenties appropriate texts from videogames they have played to serve particular functions in their everyday face-to-face conversations. Speakers use references to the videogames Papers, Please and The Oregon Trail to shift the epistemic territories of conversations when they encounter interactional dilemmas. These epistemic shifts simultaneously rekey formerly problematic talk (on topics like rent, money, and injuries) to lighter, humorous talk, reframing these issues as being part of a lived videogame experience. Overlapping game frames are laminated upon real-life frames, and are strengthened by embedded frames containing constructed dialogue. This study contributes to understanding how epistemic shifts relying on intertextual ties can shift frames during interactional dilemmas in everyday conversation, which is ultimately conducive to group identity construction. (Intertextuality, framing, epistemics, identity, interactional sociolinguistics, discourse analysis, humor, videogames)*
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MAYNARD, DOUGLAS W., and PAMELA L. HUDAK. "Small talk, high stakes: Interactional disattentiveness in the context of prosocial doctor-patient interaction." Language in Society 37, no. 5 (2008): 661–88. http://dx.doi.org/10.1017/s0047404508080986.
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ABSTRACTThe literature on “small talk” has not described the way in which this talk, even as it “oils the social wheels of work talk” (Holmes 2000), enables disattending to the instrumental tasks in which one or both participants may be engaged. Small talk in simultaneity can disattend to the movements, bodily invasions, and recording activities functional for the instrumental tasks of medicine. Small talk in sequence occurs in sensitive sequential environments. Surgeons may use small talk to focus away from psychosocial or other concerns of patients that may focus off the central complaint or treatment recommendation related to that complaint. Patients may use small talk to disattend to physician recommendations regarding disfavored therapies (such as exercise). Overall, small talk often may be used to ignore, mask, or efface certain kinds of agonistic relations in which doctor and patient are otherwise engaged. We explore implications of this research for the conversation analytic literature on doctor–patient interaction and the broader sociolinguistic literature on small talk.
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Steensig, Jakob, and Søren Sandager Sørensen. "Danish dialogue particles in an interactional perspective." Scandinavian Studies in Language 10, no. 1 (2019): 63–84. http://dx.doi.org/10.7146/sss.v10i1.114671.
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In our paper, we give an overview over what is known about some of the most frequent interjections in Danish talk-in-interaction: ja (‘yes’), nej (‘no’), mm (‘mm’), nå (approximately ‘oh’), and okay (‘okay’). We review the CA/IL literature on these words, and we present our own exemplary analyses of single instances of these words in extracts from our corpus of recorded, naturally occurring Danish interactions. Based on this, we argue that sequential position, epistemics, and affiliation and alignment should be taken into account when describing and categorizing dialogue particles in talk-in-interaction. Prosody and other phonetic cues are important for the realization of the above dimensions and functions and we review what is known about prosodic and phonetic cues plus add some of our own observations, without launching a full phonetic and prosodic analysis.
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Vranjes, Jelena, Hanneke Bot, Kurt Feyaerts, and Geert Brône. "Affiliation in interpreter-mediated therapeutic talk." Interpreting. International Journal of Research and Practice in Interpreting 21, no. 2 (2019): 220–44. http://dx.doi.org/10.1075/intp.00028.vra.
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Abstract The aim of this article is to explore how affiliation (Stivers 2008) with the patient is displayed and interactionally achieved in the context of an interpreter-mediated therapeutic dialogue. More specifically, we focus on the interplay between affiliative listener responses – especially head nods – and gaze in this setting. Interpreter-mediated therapeutic talk is not only a setting that has received very little systematic scrutiny in the literature, but it is also particularly interesting for the study of listener responses. Drawing on the insights from Conversation Analysis, a naturally occurring interpreter-mediated therapeutic session was analysed that had been recorded using mobile eye-tracking technology. This approach allowed for a detailed analysis of the interlocutors’ synchronous gaze behaviour in relation to speech and head nods during the interaction. The results revealed differences in the interpreter’s and the therapist’s affiliative listener responses that were linked to the interactional goals of the encounter and to their social roles. Moreover, we found a strong relationship between mutual gaze and head nods as tokens of affiliation. Thus, these findings provide support for the inclusion of gaze in studies of interpreter-mediated dialogue and, more broadly, in the study of affiliation in social interaction.
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Kawashima, Michie. "Giving instruction on self-care during midwifery consultations in Japan." Journal of Asian Pacific Communication 20, no. 2 (2010): 207–25. http://dx.doi.org/10.1075/japc.20.2.03kaw.
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This study focuses on instructional talk during prenatal visits in Japan. In order to prepare an upcoming delivery, a midwife often engages in instructional talk about the patient’s self-care at home. Yet, giving instruction is an interactionally challenging task, even in the medical setting. For example, a recipient may not accept advice easily, since this may reveal a recipient’s lack of knowledge and incompetence. By using conversation analysis, I find some interactional steps through which a midwife establishes interactional relevance of instruction. These steps include (1) assuring readiness of a recipient, (2) unpacking instruction and (3) contextualizing the instruction to a recipient’s everyday life. In each step, a patient’s claim for her competency and concern is used as a resource for developing the instructions. For example, a midwife gives advice to a patient about self-care in order to address the patient concerns. Instead of simply teaching what is generally considered necessary to self-care for delivery, a midwife designs her advice according to what an individual patient has expressed as a concern and what can be anticipated for her situation given her social category. This allows a more individualized presentation manner, which may encourage a patient’s active participation in her self-care.
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Pritchard, C. Ruth. "Supportive devices in language and paralanguage in the achievement of affiliation in troubles talk." Australian Review of Applied Linguistics 16, no. 1 (1993): 57–70. http://dx.doi.org/10.1075/aral.16.1.04pri.
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This study uses the methodology of conversational analysis to examine a case of ‘troubles talk’ between a group of female survivors of rape:that is, conversation on the discourse topic of ‘troubles’ or problems, and displaying the close interactional distance of intimacy. Rather than dwelling on the sequential and functional framework of ‘troubles talk’, this paper analyses the conversational process of ‘affiliation’ between the interactants as it occurs within the structure of the conversation, and the linguistic and paralinguistic devices utilised successfully in the achievement of ‘affiliation’ in the ‘troubles talk’. Both topical and interactional levels are considered, as they interact in the conversation to achieve successful ‘affiliation’ and ‘affiliation response’. The successful utilisation of linguistic and paralinguistic devices in affiliation affect the consequent self-disclosure which is crucial in overcoming the trauma of the experiences discussed in the ‘troubles talk’. The significance of affiliation to social context, gender, and culture are also considered.
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Kurhila, Salla, and Inkeri Lehtimaja. "Dealing with numbers: Nurses informing doctors and patients about test results." Discourse Studies 21, no. 2 (2018): 180–98. http://dx.doi.org/10.1177/1461445618802662.
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Nurses need to adapt to various interactional situations and design their talk for different recipients. One essential communicative task for nurses is to transmit information on test and measurement results both to the patient and to the physician. This article examines how nurses design their talk on numerical values according to the recipient and the activity. The nurse can deliver the information either plainly through numbers or by formulating some type of qualitative description of the value. The data consist of 7.5 hours of video-recorded interaction in a Finnish hospital. Using conversation analysis, we demonstrate how the institutional roles and the ongoing activity sequence affect how nurses formulate their talk. When nurses discuss results with their patients, they typically use qualitative descriptions, whereas when they talk with doctors, the typical turn involves numeric information. It will be demonstrated that nurses construct their professional identity involving both care and medical expertise through their linguistic-interactional choices.
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White, Sarah, and Maria Stubbe. "“D’yuh like porridge”: Social talk as a relational, interactional, and clinical component of surgical consultations." Qualitative Health Communication 1, no. 1 (2022): 4–25. http://dx.doi.org/10.7146/qhc.v1i1.125968.
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Background: Small talk and social talk are often recommended to doctors as rapport building strategies for consultations. These types of talk occur across different activities in clinical consultations. Aim: To explore how small talk and social talk are used in surgical consultations. Methods: Using conversation analysis, we examined the sequential positioning and action ascription of small talk and social talk in a sample of video-recorded surgeon-patient consultations from New Zealand and Australia. Results: Small talk and social talk sequences almost always do more than build rapport in surgical interactions. Rather, they contribute in complex ways to all three institutional agendas of a consultation – clinical, interactional, and relational. Discussion: This study broadens previous topic-based analyses and binary or linear conceptualisations. We show that small talk and social talk provide a rich resource for enabling different actions within consultations as well as managing relationships (e.g. managing transitions between activities, facilitating sensitive discussions or examinations, and supporting treatment planning). Conclusion: This study has provided a basis for further research to more fully understand the complexities of small talk and social talk in clinical consultations, as well as considerations of how such evidence might best be applied within training and assessment for clinicians.
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Smagulova, Juldyz. "Ideologies of language revival: Kazakh as school talk." International Journal of Bilingualism 23, no. 3 (2017): 740–56. http://dx.doi.org/10.1177/1367006916684920.
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Aims and objectives: This paper describes the implicit ideologies that undergird a language revival context and addresses the semiotic processes through which ideological dominance is challenged. It demonstrates the role of everyday family interactions in the re-acquisition of a “native” language of one’s ethnic identity. Design/methodology/approach: The paper addresses the role of language ideology and family language practices in language revitalization. It is a mixed-methods study interpreting micro-level interactional data within the macro-level context documented by previously collected survey data. Data and analysis: The paper draws upon 15 hours of audio-recorded interactional data from one urban family of ethnic Kazakhs in which the children, who were brought up speaking Russian, are enrolled in a Kazakh-medium pre-school. This in-depth, micro-level interactional study is informed by a large-scale survey indicating that urban, Russian-speaking Kazakhs are undergoing dramatic changes in their language views, use, and proficiency. Findings: The interactional analysis revealed changes in the conceptualization of Kazakh—from the vernacular associated with low prestige and backwardness to the high prestige language of school. Examinations of codeswitching in adult–child interactions showed that re-imagining of Kazakh is accomplished through four mutually reinforcing metalanguaging practices—limiting Kazakh to pedagogic formats, constructing Kazakh as school talk, confining Kazakh to “prior text,” and the co-occurrence of a shift to Kazakh with a shift to a meta-communicative frame. Originality: These findings expand our understanding of the discursive processes through which the ideology of revival is created and sustained in day-to-day interactions in the family. The study expands the scholarship on family language policy through its contribution with data from Kazakhstan and its focus on current issues related to post-Soviet experiences. Significance: The study adds to current research in family language policy by providing empirical evidence for conceptualizing the family as a dynamic system in which language policies and identity choices are shaped by parental ideologies and by the broader social and cultural context of family life.
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Wright, Melissa. "On clicks in English talk-in-interaction." Journal of the International Phonetic Association 41, no. 2 (2011): 207–29. http://dx.doi.org/10.1017/s0025100311000144.
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This paper analyses clicks in naturally-occurring English conversation. It demonstrates that regardless of any paralinguistic functions clicks may undertake, their occurrence is orderly and systematic, and intimately tied to the interactional structure of talk. Specifically, clicks are shown to function alongside the phonetic parameters of pitch, articulatory segmental features and voice quality (and the sequential and lexical organisation of talk) to demarcate the onset of new and disjunctive sequences. The methodology employed combines (i) the sequential analysis techniques of Conversation Analysis with (ii) parametric impressionistic and instrumental phonetic investigations. A key feature of this methodology is the study of naturally-occurring conversation rather than intuited or laboratory speech data. The findings in this paper challenge the traditional view that clicks function only paralinguistically in English. They also highlight the fruitfulness of implementing phonetic investigations alongside interactional analyses since such an approach enables previously unobserved patterns in the phonetics-interaction interface to be identified.
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Ellis, Yvette. "Identifying a French-specific laughter particle." Journal of French Language Studies 12, no. 3 (2002): 263–77. http://dx.doi.org/10.1017/s0959269502000327.
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Aspirated sounds placed in a stream of talk prior to the onset of laughter are oriented to by interactants as minimal-equivocal laugh particles. These particles are available to carry out various interactional tasks, signalling an opportunity for co-participants to co-ordinate their laughter, to join in an episode of shared laughter for example. They may also contribute to keying actions as non-serious.The analysis of data from my corpus of French talk-in-interaction has revealed several instances of a voiceless palatal fricative following a word-final high front vowed [i]. This sound will be shown to occupy interactional slots generally associated with minimal-equivocal laughter particles. From evidence of its placement in sequences of turns keyed as non-serious, accompanying dispreferred actions, and in a terminal position in interactional sequences, the voiceless palatal fricative will be shown to be oriented to by French speakers as a minimal-equivocal laugh particle.
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Guendouzi, Jackie, Ashley Meaux, and Nicole Müller. "Avoiding interactional conflict in dementia." Journal of Language Aggression and Conflict 4, no. 1 (2016): 8–34. http://dx.doi.org/10.1075/jlac.4.1.01gue.
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Sociolinguistic research in the general population has established the existence of gender differences in the social use of language. In particular, it has been noted that women use more markers of politeness, small talk and structural devices (e.g. minimal responses, tag questions) to help maintain their conversations. Analysis of interactions involving people with dementia (PWD) suggests that these gender based differences were still present in the face of dementia. Furthermore, the use of these forms of language helped the women with dementia to avoid conflict and extend the length of their interactions. This study investigated whether the use of such language helped or hindered women with dementia in maintaining conversational satisfaction.
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Munawir, Ahmad. "The Influence of Teacher Talk toward Students’ Attitude to Speak English." ELT Worldwide: Journal of English Language Teaching 4, no. 1 (2017): 27. http://dx.doi.org/10.26858/eltww.v4i1.3195.
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This research aimed at identifying the formal and interactional features of teacher talk in the classroom interaction during teaching and learning process. The research employed mixed methods research design. In this case, the researcher applied QUAN-qual model. The subjects consist of two English teachers and the fourth year students of English Education Department of Tarbiyah and Teacher Training Faculty at State Islamic University of Alauddin Makassar. The researcher collected the data using interview, questionnaire, passive participant observation which was analysed by using formal features and interactional features analysis. The research result indicated that the type token ratio of the teachers was low. It revealed that the vocabulary they used in delivering the material less varied. Then, the mean length utterance for Teacher A was 8.85 wpu and for the Teacher B was 12.06 wpu. It meant that teacher A delivered shorter utterances and Teacher B produced longer utterances. The Teacher A and B used more procedural questions than convergent and divergent questions in interacting in the classroom. The teachers provided interactional feedback when addressing students in the classroom. In terms of attitude, the students had positive attitude toward teacher talk. It was highly approved by the result of questionnaire where the students were favourable to the teacher talk. In addition, the students were motivated to speak English if the teacher encouraged them to speak English. Keywords : Influence,Teacher Talk, Students’ Attitude,Speak English
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Eakins, Sophia. "You switch I switch, Jack: On the role of interaction in Cabo Verdean language mixing." Proceedings of the Linguistic Society of America 9, no. 1 (2024): 5699. http://dx.doi.org/10.3765/plsa.v9i1.5699.
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This paper investigates the role turn-taking has in structuring language mixing practices in bilingual conversation. Previous research has observed that bilinguals prefer maintaining each other’s language usage e.g. Auer (1984: 28-29) ‘preference for same language talk.’ The present paper tests this hypothesis by exploring the language mixing patterns in the bilingual Cabo Verdean Creole (Kriolu)-English community in Boston. Two research questions drive the investigation: 1) How are bilinguals influencing each other’s language practices in an interactional context? 2) Are there observable contextual factors conditioning these interactional language practices? Four bilingual Kriolu-English conversations totaling 1.5 hours were analyzed focusing on the languages used at points of alternation between speaker turns. A quantitative analysis calculated the rate at which speakers maintained each other’s languages. Subsequently, a qualitative analysis explored possible contextual factors conditioning language change or maintenance. Results of the quantitative analysis show speakers have a broad preference for maintaining each other’s languages and the qualitative analysis supports that changing languages can be interactionally motivated.
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Kim, Kyoungmi, and Jo Angouri. "‘We don’t need to abide by that!’: Negotiating professional roles in problem-solving talk at work." Discourse & Communication 13, no. 2 (2019): 172–91. http://dx.doi.org/10.1177/1750481318817623.
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In this article, we focus on problem solving talk in the business meeting event. We zoom in on the processes of formulating, negotiating and ratifying an issue as a problem, and we argue that individuals negotiate their stances in relation to their perceived/projected professional roles. The processes of problem-solving are, simultaneously, processes of self/other positioning. We take an Interactional Sociolinguistic perspective and draw on audio-recorded meeting talk collected in a multinational corporate workplace. Our analysis shows that interactants draw on issues of accountability, perceived/projected responsibilities and expertise in pursuit of their own interactional agenda in the problem-solving meeting. We close the article with directions for further research.
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THORNBORROW, JOANNA. "The construction of conflicting accounts in public participation TV." Language in Society 29, no. 3 (2000): 357–77. http://dx.doi.org/10.1017/s004740450000302x.
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Some of the recent work in the field of media discourse has been concerned with various levels in the organization and structure of audience participation programs on radio and television; other approaches to the analysis of talk in these settings have focused on the interactional frameworks at play in the talk. The aim of this article is to develop the interactional approach by looking at the production of narratives in a mediated context: specifically, the production of a story from two different, and conflicting, points of view. The stories I analyze occur within two different program genres (talk show and television court) where lay members of the public are often called upon to produce accounts of events which are then contested by another participant. This article discusses the significance of tense shifting in these second versions, from narrative past to conversational historic present, in the public construction of believable alternative stories.
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Wingard, Leah, and Karen E. Lovaas. "Analyzing discourses of emotion management on Survivor, using micro- and macro-analytic discourse perspectives." Pragmatics and Society 5, no. 1 (2014): 50–75. http://dx.doi.org/10.1075/ps.5.1.03win.
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In this paper, we study discourses of emotion management on the reality television show Survivor. We analyze segments of the program that feature emotionally charged interactional moments and examine how these interactions are interwoven with contestants’ confessional interviews and framed by the narrator’s introductions of the segments. In a two part analysis, we first analyze the talk produced by the contestants and the host as individual texts, using a discourse analytic perspective that focuses on the details of the talk itself. We then consider the ways the talk constitutes a series of layered texts and analyze these texts, using a discourse analytic approach that attends to macro-level and critical perspectives. We conclude that Survivor largely reinforces dominant cultural discourses of emotion management as strategic interactional practice that allow a person to be competitive. Furthermore, the analysis links performances of emotion management to representations of specific aspects of contestants’ social identities.
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Barth-Weingarten, Dagmar, and Richard Ogden. "“Chunking” spoken language: Introducing weak cesuras." Open Linguistics 7, no. 1 (2021): 531–48. http://dx.doi.org/10.1515/opli-2020-0173.
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Abstract In this introductory paper to the special issue on “Weak cesuras in talk-in-interaction”, we aim to guide the reader into current work on the “chunking” of naturally occurring talk. It is conducted in the methodological frameworks of Conversation Analysis and Interactional Linguistics – two approaches that consider the interactional aspect of humans talking with each other to be a crucial starting point for its analysis. In doing so, we will (1) lay out the background of this special issue (what is problematic about “chunking” talk-in-interaction, the characteristics of the methodological approach chosen by the contributors, the cesura model), (2) highlight what can be gained from such a revised understanding of “chunking” in talk-in-interaction by referring to previous work with this model as well as the findings of the contributions to this special issue, and (3) indicate further directions such work could take starting from papers in this special issue. We hope to induce a fruitful exchange on the phenomena discussed, across methodological divides.
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Bressem, Jana, and Claudia Wegener. "Handling talk." Recurrent Gestures 20, no. 2 (2021): 219–53. http://dx.doi.org/10.1075/gest.19041.bre.
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Abstract This paper discusses how a particular type of recurrent gesture, the holding away gesture, highlights and structures spoken utterances in German and Savosavo, a Papuan language spoken in Solomon Islands in the Southwest Pacific. In particular, the paper poses the following questions: What kinds of discursive functions of this gesture are observable in these speech communities? How do they map onto the two speech communities? Are there cross-linguistic similarities and differences detectable? What motivates similarity and variation across speech communities? Utilizing Fraser’s (1999) pragmatic classification of discourse markers, it is shown that the holding away gesture shows the connection of topics and messages. For both languages, we explore the functional diversity of the gesture. Some functions are found in both data sets, though the proportions differ, while others are exclusively found in one or the other. Finally, we discuss how differences in discourse type and interactional setting may facilitate specific forms and uses of the holding away gesture.
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Achiba, Machiko. "Development of interactional competence." Pragmatics and Society 3, no. 1 (2012): 1–30. http://dx.doi.org/10.1075/ps.3.1.01ach.
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This study explores the development of the interactional competence of an 8-year-old, Japanese learner of English over three cooking sessions with native speakers of English at her home during her period of residence in Australia. The study draws upon Vygotsky’s (1978) zone of proximal development in order to elucidate the L2 child’s process of acquiring interactional competence in this unfamiliar social practice (i.e., cooking-relevant talk). The analysis reveals marked changes in the child’s participation pattern over time, moving from making relevant minimal responses to more initiated, and autonomous participation. The child recycled some of the interlocutors’ utterances from the previous sessions, showing that the earlier cooking sessions provided her with a linguistic challenge and became a resource of language learning for her. She also made use of a textual resource (i.e., the recipe) as a scaffold to move toward more autonomous participation. In addition, the role of the recipe became less central as her participation became increasingly more independent.
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Murdoch, Jamie, Charlotte Salter, Jane Cross, and Fiona Poland. "Misunderstandings, communicative expectations and resources in illness narratives: Insights from beyond interview transcripts." Communication and Medicine 10, no. 2 (2014): 153–63. http://dx.doi.org/10.1558/cam.v10i2.153.
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Interactional misunderstandings in interviews are often glossed over in analysing narratives, so overlooking important clues about how interactants frame the interview discussion. Such misunderstandings will influence ongoing talk, shaping knowledge researchers produce about participants. We discuss whether interpretations of illness narratives may be enhanced if we analyse misunderstandings in conjunction with other contextually-available data not visible within interview transcripts. Using research interviews with people with asthma, we adopted linguistic ethnographic methods to analyse the manifestation and specific consequences of interactional tensions and misunderstandings between interviewer and interviewee. Misunderstandings can indicate inequalities in communicative expectations and discursive resources available to interactants, which may lead to participants’ talk being inappropriately identified as indicating a particular narrative. Incorporating ethnographic contextual features may make visible pertinent discourses not overtly evident within interviews. This may help theorise interview talk, like health and illness narratives, as manifesting within cycles of discourse that will intersect differently in each interaction.
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Boyd, Maureen P., and William C. Markarian. "Dialogic Teaching and Dialogic Stance: Moving beyond Interactional Form." Research in the Teaching of English 49, no. 3 (2015): 272–96. http://dx.doi.org/10.58680/rte201526870.
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While there is consensus that dialogic teaching should involve a repertoire of teaching and learning talk patterns and approaches, authorities who enjoin teachers to engage in dialogic teaching generally characterize classroom dialogue in terms of surface features such as open questions. But dialogic teaching is not defined by discourse structure so much as by discourse function. When teachers adopt a dialogic instructional stance, they treat dialogue as a functional construct rather than structural, and classroom oracy can thrive. Our research finds that dialogic talk functions to model and support cognitive activity and inquiry and supportive classroom relations, to engage multiple voices and perspectives across time, and to animate student ideas and contributions. Employing narrative analysis and cross-episodic contingency analysis, we tell a story in three episodes about how oracy practices promote dialogic functions in a third-grade classroom. We unpack how a particular teaching exchange—one we have selected specifically for its nondialogic surface appearance—reflects dialogic teaching. Findings show how supportive epistemic and communal functions of classroom talk are more important to successful dialogic teaching and learning than are surface dialogic features. We argue it is necessary to look beyond interactional form and unpack function, uptake, and purpose in classroom discourse. There is no single set of teaching behaviors that is associated with dialogism. Rather, teachers can achieve dialogic discourse in their classrooms through attention to underlying instructional stance.
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Couper-Kuhlen, Elizabeth. "Interactional prosody: High onsets in reason-for-the-call turns." Language in Society 30, no. 1 (2001): 29–53. http://dx.doi.org/10.1017/s0047404501001026.
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The present study demonstrates how prosody – specifically, onset level – is deployed in situated interaction to cue frames of interpretation for talk. It shows not only that final pitch level in intonational contours is a relevant parameter, but also that, under certain conditions, initial pitch level may provide a situationally specific contextualization cue. In calls to radio phone-in programs, for instance, there is a so-called anchor position where callers can be expected to announce the reason for their calls. Close empirical analysis of data from such a program reveals that it is here that the first turn-constructional unit is routinely formatted with high onset. The studio moderator displays an orientation to this kind of prosodic formatting by withholding further talk until the caller has made a recognizably complete statement of the reason for the call. On occasion, turn-constructional units in anchor position are heard to lack a high onset. When this happens, the moderator responds in a way that shows he is not treating callers' talk as the reason for the call, but rather as a preface to the statement of reason.
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Carroll, Heather B. "Identifying stylizations in ethnically salient talk among disc jockeys." Language in Society 42, no. 3 (2013): 259–86. http://dx.doi.org/10.1017/s0047404513000237.
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AbstractBefore accepting claims of the function of linguistic stylization, it is imperative that we are certain of what we are examining. Mikhail Bakhtin's widely cited definition that stylization is an “artistic representation of another's linguistic style” (1986:362) leaves unclear what counts as “artistic,” making identifying stylizations simultaneously intuitively obvious and empirically illusive. Drawing from 270 hours of data from a radio program, the current study uses interactional discourse and acoustic analyses to compare one disc jockey's exaggerations of ethnically salient accents (stylizations) with his mundane use of reported speech. The analyses demonstrate that in both types of talk he uses a similar bundle of interactional and acoustic resources to design his talk as belonging to someone else. The link between reported and stylized speech places stylizations in an analytical category distinct from that of crossing and its issues of language ownership. The pertinent questions are those of speaker responsibility. (Crossing, stylization, reported speech, discourse analysis, acoustic analysis)*
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Limberg, Holger. "11. University office hours: The interactional construction of academic talk." English and American Studies in German 2009, no. 2010 (2010): 17–20. http://dx.doi.org/10.1515/9783484431225.17.
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Hudak, Pamela L., and Douglas W. Maynard. "An interactional approach to conceptualising small talk in medical interactions." Sociology of Health & Illness 33, no. 4 (2011): 634–53. http://dx.doi.org/10.1111/j.1467-9566.2011.01343.x.
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