Contexts of Co-Constructed Discourse: Interaction, Pragmatics, and Second Language Applications

✍ Scribed by Lori Czerwionka, Rachel Showstack, Judith Liskin-Gasparro

• Publisher: Routledge
• Year: 2021
• Tongue: English
• Leaves: 251
• Series: Routledge Studies in Applied Linguistics
• Category: Library

✦ Synopsis

This collection showcases cutting-edge developments in co-construction in discourse. Drawing on the pioneering work of Dale A. Koike, the volume contributes new understandings of how speakers jointly negotiate meanings, contexts, identities, and social positions in interaction.

The volume is organized around three key themes in co-construction—co-constructed discourse, pragmatics in discourse, and teaching and assessment of discourse—and builds on the introductory chapter that situates the discussion on context and co-construction as fundamental to understanding meaning-making in interaction. Drawing on interdisciplinary perspectives across strands of linguistics and education, chapters explore both the contextual elements that frame co-construction processes and the distinct dynamics between action and language use across a wide range of interactional contexts, including sports commentary, interviews, everyday conversation, classroom discourse, and digitally mediated settings. Taken together, the book highlights the impact of Koike’s contributions on existing research in pragmatics and discourse and exhibits the potential for her work to frame scholarship on emerging interactional contexts.

This volume will be of particular interest to students and researchers in discourse studies, pragmatics, applied linguistics, second language studies, and language education, as well as those interested in interaction across diverse contexts.

✦ Table of Contents

Cover
Half Title
Series Information
Title Page
Copyright Page
Dedication
Table of Contents
Contributors
Acknowledgments
1 Introduction: Context and Co-Construction in Interaction, Pragmatics, and Second Language Applications
Introduction
Co-Construction and Context
Three Themes of the Volume
Appendix 1.A
Appendix 1.B
References
Part I Co-Constructed Discourse
2 Institutional Roles as Interactional Achievements: The Epistemics of Sports Commentary
Introduction
Data, Participants, and Institutional Roles
Analysis
Membership Categorization Devices (MCDs)
Response Design
Unmarked Interjections
Marked Interjections and Repetitional Responses
Discussion and Conclusion
Notes
References
3 [A/aa ‘oh’ + demo ‘but’]-Prefaced Affiliative Response in Japanese: Co-Construction of a Shared Stance through Opinion-Negotiation
Introduction
[Aa ‘oh’ + demo ‘but’]-Prefacing of Affiliation
Turn-Initial Elements in a Responsive Turn
Japanese Particle a/aa and Conjunction Demo
Methodology and Data
Analysis
When An Affiliative Response is Immediately Provided
Accomplishment of Affiliation: Negotiation of Opinion
Accomplishment of Affiliation: Aligning With Others’ Actions
Summary
Conclusion
Notes
Appendix 3.A
References
4 Corrective Feedback and the ideological Co-Construction of Expertise
Introduction
Background
Language Expertise and Nativeness
Indexicality and Language Ideologies
Corrective Feedback
Methodology
Participants and Data Collection
Conversation Analysis
Results
Kristina C., the HLS ‘Expert’
Ana C., the NS ‘Expert’
Monica D., the HLS ‘Non-Expert’
Sara T., the NS ‘Non-Expert’
Conclusion
Notes
References
Part II Pragmatics of Discourse
5 Multimodal and Co-Constructed Speech Acts: Gratitude and Other Responses to Compliments and Gifts in Peninsular Spanish
Introduction
Literature Review
Gratitude in Response to Compliments
Gratitude in Response to Gifts
Towards the Current Study
Methods
Participants
Procedure and Materials
Analysis
Results
Compliment Responses
Gift Responses
Discussion
Multimodal Resources and Co-Construction of Gratitude
Theoretical Interpretation of Responses to Gifts and compliments in Peninsular Spanish
Conclusion
Notes
References
6 Multimodal Resources in the Co-Construction of Humorous Discourse
Co-Constructed Discourse
Co-Constructing Humor
Multimodal Resources in Humorous Discourse
Method
Participants
Procedures and Materials
Transcriptions and Humor Coding Procedure
Multimodal Resources Coding Procedure
Results
Individual Smiling Intensity
Matching Smiling Behavior
Gaze to the Interlocutor’s Face and Gaze Aversion
Discussion
Conclusion
Note
References
7 Epistemic Causality in Spanish narratives as Evidence of knowledge Frames
Introduction
Frames and Related Phenomena
Causality and Causal Relations
Methodology and Aims of the Study
Data Collection and Participants
Analysis of Causal Domain
Grouping of Porque-Relations By Film Scene/Sequence
Research Questions
Results
Classification of Porque-Relations By Domain
Evidence of Frames
The Opening Scene
The Pearpicker
The Bike Boy Taking the Pears
Summary and Conclusion
Appendix 7.A
References
Part III Teaching and Assessment of Discourse
8 Discourse Approaches to Second Language Reflections in Portfolio Assessment: An Activity Theory Account of Learner Agency
Introduction
Conceptual Positioning
Portfolio Assessment, Reflection, and Discourse
Agency and Sociocultural Theory
Activity Theory as a Framework to Analyze Action
The Study
Participants and Setting
Data Collection
Methodology
Findings
Learners’ Motives Within the Activity System
Language-Learning Outcomes
Tools of Metacognition
The Learning Context
Discussion
Conclusion
Acknowledgments
References
9 Intersubjectivity in Co-Constructed Test Discourse: What is the Role of L2 Speaking Ability?
Introduction
Background
Intersubjectivity and Displays of Understanding
Displaying Shared Understanding in Testing IC
Interactional Development and the Interrelationship Between Proficiency and IC
Goal of the Study
Data and Methods
Participants and Assignment of Test-Taker Pairs
Test Task
Procedure for Data Analysis
Results
Low-Ability Pairs
High-Ability Pairs
Discussion
Summary of Findings
Implications for Rating Scale Development
Expectations, Frames, and Task Orientation
Conclusion
Acknowledgments
Appendix 9.A
Notes
References
10 Changing Expectations Through Drama-Based Pedagogy: An L2 Spanish Conversation Course About Study Abroad
Introduction
Frames and Expectations in Discourse
Drama-Based Pedagogy and L2 Teaching
L2 Conversation Courses
Conversation Course With Drama-Based Pedagogy: A Model
Introduction to Pragmatics
Research On Study Abroad
Pragmatics and Drama-Based Pedagogy
Questions for Analysis
Conclusion
References
Afterword: Co-Construction and Frames in a Co-Construction-post-Digital Age
References
Epilogue: Dale Koike and Research On Pragmatics in Interaction:,mentor, Collaborator, Friend
Index