| 1. |
- Andersson, Marta, et al.
(författare)
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Subjectivity (Re)visited : A Corpus Study of English Forward Causal Connectives in Different Domains of Spoken and Written Language
- 2021
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Ingår i: Discourse processes. - 0163-853X .- 1532-6950. ; 58:3, s. 260-292
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Tidskriftsartikel (refereegranskat)abstract
- Through a structured examination of four English causal discourse connectives, our article tackles a gap in the existing research, which focuses mainly on written language production, and entirely lacks attests on English spoken discourse. Given the alleged general nature of English connectives commonly emphasized in the literature, the underlying question of our investigation is the potential role of the connective phrases in marking the basic conceptual distinction between objective and subjective causal event types. To this end, our study combines a traditional corpus analysis with 'predictive' statistical modeling for subjectivity variables to investigate whether and how the tendencies found in the corpus depend on the systematic preferences of the language user to encode subjectivity via a discourse connective. Our findings suggest that while certain conceptual structures are quite fundamental to the usages of English connectives, the connectives per se do not seem to have a steady part in categorization of causal events. Rather, their role pertains to the level of intended explicitness bound to specific rhetorical purposes and contexts of use.
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| 2. |
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| 3. |
- Hofstetter, Emily
(författare)
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Achieving Preallocation: Turn Transition Practices in Board Games
- 2021
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Ingår i: Discourse processes. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0163-853X .- 1532-6950. ; 58:2, s. 113-133
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Tidskriftsartikel (refereegranskat)abstract
- This paper contributes an analysis of practices for managing a preallocated turn-taking system in board games, expanding existing studies of preallocation beyond question-answer sequences. Although board games have existed for thousands of years across human cultures, and despite being a widely used method of data elicitation in many fields of research, there are few studies of how adults accomplish play. Using conversation analysis, this paper demonstrates how participants organize transition between board-game turns, finding that participants treat the game turns as analogous to the organization of pre- and post-possible completion. However, the preallocated nature of game turns results in alternate sense making concerning delays and overlap, especially where such occurrences threaten the achievement of the activity. Data are in English.
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| 4. |
- Keevallik, Leelo
(författare)
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Pro-forms as projective devices in interaction
- 2011
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Ingår i: Discourse processes. - 0163-853X .- 1532-6950. ; 48:6, s. 404-431
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Tidskriftsartikel (refereegranskat)abstract
- Cataphoric pronouns have been characterized as being co-referential with a word that comes later. Considering that talk is produced in real time, with little benefit of knowing what is yet to come, participants understand cataphoric pro-forms to be projecting more talk. Projection is a crucial interactive resource, as it enables speakers to align with the ongoing talk and to initiate subsequent contributions in a timely manner. The study looks at how Estonian pro-forms are systematically used to project either a word (phrase) or a clause in interaction. The patterns discussed are not universal and it will be suggested that projecting word (phrases) with pro-forms is a characteristic of a non-prepositional language with no articles, and that pro-form projection can be especially useful in a free word order language. As many pro-forms do not end up with a co-referential word, projection provides a better account of their function. The paper underlines the necessity of studying grammar as a temporal phenomenon.
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| 5. |
- Keevallik, Leelo, et al.
(författare)
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Sounding others sensations in interaction
- 2023
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Ingår i: Discourse processes. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0163-853X .- 1532-6950. ; 60:1, s. 73-91
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates the practice of "sounding for others," wherein one person vocalizes to enact someone elses putatively ongoing bodily sensation. We argue that it constitutes a collaborative way of performing sensorial experiences. Examples include producing cries with others strain or pain and parents sounding an mmm of gustatory pleasure on their infants behalf. Vocal sounds, their loudness, and duration are specifically deployed for instructing bodily experiences during novices real-time performance of various activities, such as tasting food for the first time or straining during a Pilates exercise. Vocalizations that are indexically tied to the body provide immediate displays of understanding and empathy that may be explicated further through lexicon. The existence of this practice challenges the conceptualization of communication as a transfer of information from an individual agent - even regarding assumedly individual body sensations - instead providing evidence of the joint nature of action and supporting dialogic theories of communication, including when language-marginal vocalizations are used.
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| 6. |
- Keevallik, Leelo, et al.
(författare)
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Sounding others’ sensations in interaction
- 2023
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Ingår i: Discourse processes. - : Informa UK Limited. - 0163-853X .- 1532-6950. ; 60:1, s. 73-91
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Tidskriftsartikel (refereegranskat)
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| 7. |
- Korolija, Natascha
(författare)
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Recycling Cotext : The Impact of Prior Conversation on the Emergence of Episodes in a Multiparty Radio Talk Show
- 1998
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Ingår i: Discourse processes. - : Routledge. - 0163-853X .- 1532-6950. ; 25:1, s. 99-125
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Tidskriftsartikel (refereegranskat)abstract
- This study explores cotext as a topical resource through analysis of a multiparty radio talk show. This article aims at an examination of the cotextual dimensions from which interlocutors proceed when they initiate new conversational episodes. The notion of recontextualization is defined. Recontextualizations build on 4 types of cotextual links involving (a) expressions, forms, and discursive acts, (b) meaning and reference of word tokens, (c) propositions, and (d) leitmotifs. The study shows that cotext is not simply the totality of preceding utterances in a conversation, and it is not a static local microcontext. Rather, relevant cotexts are constructed as actors create or identify cotextual links. These links indicate what actors recycle and also what they keep active in their streams of consciousness. Recycling cotext is an efficient strategy for generating new episodes, thus making conversation progress. It is a strategy central for coherence within the frames of the particular genres or activity types, such as radio talk shows, and also of importance for coherence construction in more ordinary genres.
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| 8. |
- Martin, Cathrin, 1951-, et al.
(författare)
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From other to self. Learning as interactional change
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Ingår i: Discourse processes. - 0163-853X .- 1532-6950.
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to address how learning is constituted, how learning can be studied as a phenomenon in interaction, and to discuss how teaching and learning are related. Theoretically, the article argues for, and discusses constraints and affordances for, relating socio-cultural understandings of learning as changing participiation to conversation analysis understandings of participation. The data material consists of longitudinal video recordings made in authentic physiotherapist-patient encounters. The progressional change in the formation of movement behaviour is captured through detailed analysis of the everyday practices of physiotherapists and patients. The results of the study show that a change in participation can be made visible over time through capturing changes in the repair organization participants use to resolve troubles with understanding. In sum, there is a successive change for the patient from other- to self-initiated repair, and from other- to self-correction. Over time, the repair sequences are accomplished with substantially smaller participation resources.
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| 9. |
- Martin, Cathrin, et al.
(författare)
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Learning as Longitudinal Interactional Change : From Other-Repair to Self-Repair in Physiotherapy Treatment
- 2010
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Ingår i: Discourse processes. - : Informa UK Limited. - 0163-853X .- 1532-6950. ; 47:8, s. 668-697
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Tidskriftsartikel (refereegranskat)abstract
- The aims of this article are to address how learning is constituted and can be studied as a phenomenon in interaction and to discuss how teaching and learning are related. Theoretically, the article argues for and discusses constraints and affordances for relating sociocultural understandings of learning as changing participation to conversation analysis understandings of participation. The data material consists of longitudinal video recordings of authentic physiotherapist-patient encounters. This study traces the progressional change in the formation of movement behavior through detailed analysis of repair and correction practices. The results show a change in participation over time through capturing changes in the repair and correction organization participants use to resolve troubles with understanding and movement performance. In sum, there is a successive change for the patient from other- to self-initiated repair and correction, and from other- to self-repair and correction. The findings relate to the notion of educational scaffolding and have implications for teaching professions.
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| 10. |
- St John, Oliver, 1953-, et al.
(författare)
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Crafting instructions collaboratively : Student questions and dual addressivity in classroom task instructions
- 2016
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Ingår i: Discourse processes. - Oxon, United Kingdom : Taylor & Francis Group. - 0163-853X .- 1532-6950. ; 53, s. 252-279
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Tidskriftsartikel (refereegranskat)abstract
- This study examines classroom task instructions—phases traditionally associatedwith noninteractional objectives and operations—and reveals their compositionas interactionally complex and cocrafted. Analyses of video sequences of taskinstructional activity from three different secondary school lessons show thatstudent questions routinely contribute to making task instructions followable. In thisenvironment, student questions set up tensions between the demand to respond tothe individual and responsibility to uphold the general instructional agenda. Datashow that, as addressees of student questions, instructors take great care to meetboth individual and collective accountabilities. To meet obligation to the addresseeand exploit the instructional benefit of the question for the cohort, dualaddressivity—targeting two or more addressees in response to a student question—proves a crucial method for achieving such principled practice. Educationally, itappears vital to recognize student instructed action as integral to task-relatedlearning.
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