Frontpage
Contents
About the Authors
Acknowledgements
Transcription Conventions
Categories, Context, and Comparison in Conversation Analysis (Kasper)
Introduction
CA and ethnomethodology
Membership categorization
Context
Talk as institution and institutional talk
Applied CA
Comparison in CA
Notes
References
Kinship Categories in a Northern Thai Narrative (Bilmes)
Introduction and background
Taa’s narrative
Muang narrative
“My child”
Motivation
Pronouns
Father and father-in-law
Discussion
Acknowledgments
Notes
References
Appendix A: Transcript of “Taa’s narrative”
Appendix B: Kammuang phonemes and translation conventions
Other transcription conventions
The Recommendation Sequence in Vietnamese Family Talk: Negotiation of Asymmetric Access to Authority and Knowledge (Nguyen)
Introduction
Methodology
Analysis
Context of the recommendation sequence: The opening of the conversation
Establishing authority in the entry to the recommendation sequence
Asymmetric access to authority and knowledge in recommendation delivery
Continued asymmetric access to information in the uptake
Renewing authority in the closing and the opening up of a new recommendation
Summary and discussion
Notes
References
Appendix: Notes on Vietnamese particles and function words in the transcript
When Gaijin Matters: Theory-Building in Japanese Multiparty Interaction (Suziki)
Construction of theories in social interaction
Construction of nihonjinron in talk
Japanese folk theories on blood types
This study
Data
Methodology
Analysis
Relevance of gaijin to the construction of nihonjinron
Contesting the label gaijin in defense against a counter-assertion
The resurfacing of the label gaijin
The irrelevance of the label gaijin
The activity of building theories on blood types
Conclusion
Acknowledgements
Notes
References
“Are you Hindu?”: Resisting Membership Categorization Through Language Alternation (Higgins)
Introduction
Interculturality due to religious affiliation
Being ascribed and resisting interculturality
Pretopical talk and topical talk
Data analysis
Establishing common ground through pretopical talk
Claiming and resisting a shared membership
Conclusion
Notes
References
Appendix: Abbreviations in gloss translations
A Practice for Avoiding and Terminating Arguments in Japanese: The Case of University Faculty Meetings (Saft)
Introduction
Two closing problems
Terminating arguments and two additional problems
Arguments in the Japanese faculty meetings
Avoiding and terminating arguments in the Japanese faculty meetings
Terminating and avoiding arguments and the work of the institution
Conclusion
Acknowledgements
Notes
References
Appendix: Abbreviations used in the interlinear gloss
Third Party Involvement in Japanese Political Television Interviews (Ikeda)
Introduction
Background
Public affairs shows
Political TV interviews in Japan
Sandee Purojekuto [Sunday Project]
Third party involvement
Analysis
Counterargument through third-party involvement
Third-person involvement to answer a challenging question
Conclusion
Notes
References
Resisting ESL: Categories and Sequence in a Critically “Motivated” Analysis of Classroom Interaction (Talmy)
Introduction
Of (in)compatibilities and oxymorons: CA, MCA, and “motivated looking”
This study
Mr. Day’s ESL class
Participants
Analysis: “Work”ing it in ESL
Lines 01–14: “Good teacher/bad student” version
Lines 15–20: “Good student/bad teacher” version
Lines 21–64: “Friendly, facilitative teacher/forgetful student” version
“Motivating” the analysis
The cultural productions of the ESL student
Contingency and multidirectionality in L2 socializing processes
ESL as a low-prestige category
Conclusion
Acknowledgements
Notes
References
Turn-Taking and Primary Speakership During a Student Discussion (Hauser)
Introduction
Data
Analysis
Orientation to no-gap, no-overlap turn transition
Being the primary speaker
Negotiating the transition of primary speakership
Challenging the adequacy of an opinion
Discussion
Notes
References
Repair Work in a Chinese as a Foreign Language Classroom (Rylander)
Introduction
Repair in conversation analysis
Methodology
Analysis
An argument for boundedness: Student presentation as speech event
Repair mechanisms within the student monologue and Q-A phase
Instructor’s repair within presenter/audience member’s turns at talk
Instructor repair and individual learner responses: Presenters and audience members
Summary
Discussion
Notes
References
Appendix: Special transcript symbols and abbreviations
CA for Computer-MediatedInteraction in the Spanish L2 Classroom (González-Lloret)
Introduction
SCMC as a different form of interaction
Participants and data
Findings
Sequence organization
Turns and the turn-taking system
Similarities and differences between L1 and L2 discourse in SCMC
Orientation to language and task
Summary
CA for L2 SCMC?
Notes
References
Appendix A: Task instructions
Appendix B: Paralinguistic features in students’ SCMC discourse
Appendix C: Examples of students orienting to grammatical mistakes
The Korean Discourse Markers-nuntey and kuntey in Native-Nonnative Conversation: An Acquisitional Perspective (Kim)
Introduction
Discourse markers
Discourse markers in L1 acquisition
Use of discourse markers by L2 speakers
Kuntey and -nuntey
Research questions
Data and methodology
Findings
Turn initial position (kuntey)
Disagreement
Topic resumption sequences
Turn medial position (-nuntey)
Pre-to-main action (bridging pro forma agreement)
Turn-final use (-nuntey)
Discussion
Conclusion
Notes
References
Appendix: Abbreviations in transcripts
Development of Interactional Competence: Changes in the Use of ne in L2 Japanese During Study Abroad (Ishida)
Introduction
Application of CA to the analysis of ne
L1 and L2 development in the use of ne
Study
Data
Analysis of Fred’s use of ne
Fred’s initial uses of ne
Expanded use of ne in FR6–8
Discussion: The development of Fred’s use of ne as part of his interactional competence
Conclusion
Acknowledgements
Notes
References
Index
Pragmatics & Language Learning