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'Glossary of Transcript Symbols with An Introduction'
Abstract
This collection assembles early, yet previously unpublished research into the practices that organize conversational interaction by many of the central figures in the development and advancement of Conversation Analysis as a discipline. Using the methods of sequential analysis as first developed by Harvey Sacks, the authors produce detailed empirical accounts of talk in interaction that make fundamental contributions to our understanding of turntaking, action formation and sequence organization. One distinguishing feature of this collection is that each of the contributors worked directly with Sacks as a collaborator or was trained by him at the University of California or both. Taken together this collection gives readers a taste of CA inquiry in its early years, while nevertheless presenting research of contemporary significance by internationally known conversation analysts.
... 'How do we (re)act?'), oriented our search. The selected excerpts were then transcribed according to the conventions of conversation analysis (Jefferson 2004;Ten Have 1999; see also Appendix I). Finally, collaborative analyses of the selected data were conducted and reviewed over time by all four authors, in order to reach a shared understanding of what was being displayed by the observed agents with regard to the communicative constitution of strategymaking. ...
... Charles follows on Diane's input to say that the population is being replaced by new, richer inhabitants. The hubbub that follows indicates that this matter appears to be relevant to participants (see Jefferson 1972). In other words, it catches their interest; it preoccupies them. ...
... Based on Jefferson (2004). ...
Now in its third edition, this Handbook is essential for students and researchers in Strategic Management and Organizational Theory and Behaviour. The Strategy as Practice approach moves away from the disembodied and asocial study of firm assets, technologies and practices, towards the study of strategizing as an activity. Strategy is understood as something people do rather than something a firm has. This perspective explores how strategizing contributes to an organizations' daily operations at all levels. Through detailed empirical studies of the everyday activities and practice of people engaged in strategizing, the Handbook investigates who strategists are, what strategists do, how they do it, and what the consequences of their actions are. Featuring new authors and additional or fundamentally updated and revised chapters, this edition provides a state-of-the-art overview of recent reflections and works in this rapidly growing stream of strategic management, whilst also presenting a research agenda for the next decade.
... To facilitate such close analysis, sequences of talk are transcribed in detail, including interactionally relevant details such as pauses, repetitions, overlaps, simultaneous talk, etc. (Jefferson, 2004). We also include multimodal information, such as gaze direction, body posture and gestures (Mondada, 2013). ...
... The sequence is transcribed in detail, following standard EMCA conventions (Jefferson, 2004 Several turns later, Jakob draws attention to the fact that a British unit has suddenly and unexpectedly arrived on scene (line 8). Knud now assesses this situation as being 'just max bread rolls and layer cake right now' (line 20) which is a slang expression particularly used by this unit which roughly translates as the situation is going 'belly up'. ...
Post-heroic perspectives on leadership, which approach leadership as process, practice and a relational phenomenon, have shifted the theoretical understanding from individual characteristics to significant so-called moments of leadership, where direction emerges, and actions are re-oriented and organized. However, despite considerable theoretical development, research struggles to explore these processes in detail. Utilizing video and audio recordings, in this article, we present a systematic approach for analyzing the production and realization of moments of leadership as they happen. We propose a four-step procedure which combines an interpretative stance, guided by a sensitizing concept, with an ethnomethodologically inspired inductive analysis of the subtle moves and mechanisms of the construction of social order in interaction. We illustrate the procedure using data from a study of high-risk military leadership, showing how deliberate shifts of analytical stance between the steps - from reliance on researcher sensemaking to a close focus on participants’ own sensemaking, and finally to theoretical interpretation - enable both a unique assessment of the phenomenological nature of sequences selected for close analysis and support the development of theoretical contributions. The approach presented in this article enables a deep exploration of the realization of moments of leadership, complementing the existing emphasis on consequences of such moments of leadership. Such a detailed analysis of the realization of leadership offers new possibilities for empirically well-grounded theoretical developments of relational and processual perspectives.
... All conversations were transcribed using the Jeffersonian transcription system commonly employed in CA research (Jefferson, 2004) (Appendix A). Since the interactions occurred in Korean, a three-line orthographic transcription was used: (1) a Korean-English transliteration following the Yale Romanization System, (2) a morpheme-by-morpheme English gloss with lexical and grammatical information (Appendix B), and (3) an idiomatic English translation reflecting the natural meaning of the original Korean utterances. ...
... CA Transcription Conventions (Adapted from Jefferson, 2004) [ ] Simultaneous or overlapping utterances = Latching to mark the absence of discernable sound between turns (1.5) Silence in tenths of a second (.) Micropause, less than 0.2 second : ...
Writing conferences are one-on-one feedback sessions that enable teachers and students to engage in constructive interactions to improve students' writing. While interacting individually, a teacher can use various feedback strategies to improve the quality of a student's writing. This study examined how a secondary English teacher elicited students' self-correction of writing issues during EFL writing conferences conducted in Korean (L1) as part of an after-school English program at a Korean high school. One English teacher and five first-year students participated in writing classes for two weeks during the winter vacation. Their conversations were video-recorded and analyzed using Conversation Analysis. Findings revealed that the teacher elicited the student's self-correction through four key strategies: (1) metalinguistic clues, (2) building on initial corrections, (3) leveraging morphological knowledge, and (4) guiding students through a stepwise construction of sentence elements. This study can enhance our understanding of corrective feedback in secondary EFL writing conferences and offer insights for improving teacher-student feedback interactions.
... In Section 5, we report our findings and show representative examples of the different uses of shoulder lifts we uncovered in spontaneous interaction. The extracts were transcribed according to Jeffersonian and Mondada transcription conventions (Jefferson, 2004;Mondada, 2024), and talk is presented in the original German with idiomatic translation into English. The shoulder lifts are highlighted in gray and shown in green font. ...
Taking a stance toward events, objects, and other persons is fundamental to human interaction. We investigate one specific body movement that is involved in stance-taking in interaction: a shoulder lift, realized as either a one-sided or a two-sided movement. Using multimodal Conversation Analysis, we trace how interactants employ shoulder lifts in different positions within responsive turns in various interaction types in German. This study reveals how the actions to which shoulder lifts contribute are bound to specific turn and sequence positions. We demonstrate how shoulder lifts are used for disclaiming the speaker's accountability or responsibility by framing their turn as non-expandable or non-expansion-worthy, thus curtailing the sequence. Furthermore, the study shows how participants orient to different types of shoulder movements, i.e., lifts with one or with both shoulders, as accomplishing different interactional tasks. By showing that shoulder lifts are a positionally sensitive resource for speakers in building stances, we showcase the potential of conversation analytic and interactional linguistic approaches to further our understanding of multimodal stance-taking in interaction.
... The narratives under analysis ranged in length from approximately one and a half minutes to two and a half minutes. In preparation for the analysis, each of the four narratives were transcribed using a simplified version of Jefferson's (2004) transcription conventions, extended by Mondada's (2016) multimodal transcription conventions to represent relevant embodied semiotic resources (outlined in Appendix 1). ...
Increasingly scholars are calling for language test developers and researchers to intervene in policy due to the recognized socio-political use of language tests and the potential ethical issues at stake when tests are used to enforce government policies. Research has shown that policy spaces may be highly demarcated with diverse expectations, stereotypes, and power dynamics. Language experts are just one voice amid an array of actors and interests, yet their perspective can aid in guaranteeing fair and just testing processes. However, insufficient research has examined how language testers actually use their expertise in policy. We sought to explore this novel research area using narrative analysis to examine the identity of language testers. Identity navigation framework and indexicality guided our analysis of four narratives told by language testers of their interactions with policymakers. The findings demonstrate four modes of engagement in relation to decision-making processes—Objective Expert, Critical Activist, Problem-solving Partner, and Issue Advocate. Different roles can complement each other and can contribute to the value of language expertise in policy settings.
... The main method used is CA (Sacks et al., 1974;Sidnell, 2013) and multimodal interaction analysis (Deppermann, 2008(Deppermann, , 2018bDeppermann & Streeck, 2018;Mondada, 2013Mondada, , 2016. The extracts presented in the paper were transcribed using the Jeffersonian system (Jefferson, 2004) 7 and conventions for multimodal transcription (Mondada, 2019). ...
Gestures can be brief and compact in their execution, but also elaborate and extended. One way to utilise this kinetic flexibility is to extend one's gesture in time by holding it in its stroke position. This study explores the interactional function of gestural holds by investigating pointing gestures that are sustained beyond a sequence-initiating turn and into the responsive space following it. The study draws on video data from naturally occurring conversations in German and focuses on held pointing gestures after instructions and questions. It is shown that in both action environments, participants delay gestural closure to indicate that they still consider the addressee's response to be insufficient.
... We conceptualize 'communication' as the practice of using and making sense of language. We consider language to consist of an expansive range of multimodal resources including embodied activities such as gaze, body torque, gestures, manipulation of objects, and facial expressions (Mondada, 2018); suprasegmental aspects of speech that extend beyond the syllable, word, and phrase level such as prosody, pitch, and volume (Jefferson, 2008); non-lexicals such as silence, pauses, sighs, laughter, and even swallowing (Hepburn & Bolden, 2017;Nakane, 2007;Ogden, 2021); and other resources such as stimming, echolalia, and joint action that may be especially salient for autistic people (R. S. Y. Chen, 2021;Judge, 2018;Nolan & McBride, 2015). Some delineations between language and communication that are quite common in autism research restrict linguistic resources to those with a symbolic dimension, and consider communication to involve the mobilization of linguistic symbols in addition to other, non-linguistic resources (e.g. ...
... Recognizing the central role of feelings in these interactions and understanding emotions as dynamic, emergent, and situated in interaction (Jaber & Hammer, 2016;Lanouette, 2022;Pierson et al., 2023), we attended to youths' brainstorming and negotiations of tensions as multi-body, multi-modal, and microinteractional accomplishments. Furthermore, understanding transcription as a selective process, we created and iteratively revised transcripts as we uncovered themes and nuances in the video record (Duranti, 2006;Ochs, 1979), adapting Jefferson's (2004) conventions for transcript notation to attend to affect and the co-construction of ideas through the pace, overlap, and pronunciational particulars of talk. We also returned to and extended a prior coding analysis of youths' written reflections to foreground youths' perspectives on the relationship between design elements and intended thinking/ feeling/acting configurations. ...
Conceptual, emotional, and political challenges are entangled in environmental issues, yet science education often focuses exclusively on the conceptual dimension. To address this, we developed a design workshop to study how high-school youth could integrate all three in their creations. Specifically, we explored how youth negotiated visions of thinking, feeling, and acting for sustainability when positioned as designers of embodied participatory simulation (PartSim) activities for younger students. Through an analysis of video, design artifacts, and youth’s written reflections from a six-session workshop, we reveal how youth leveraged familiar genres of activity to invite and structure participation in their embodied PartSim activities. In particular, we analyze the design process of groups that drew on game conventions and iteratively designed their activities to foreground competitive and cooperative forms of participation. They used these participation structures to evoke configurations of thinking, feeling, and acting that contrasted guilt and regret for unsustainable actions with hope for collective action toward more sustainable ecosystems. We argue that designing for collective activities with the embodied PartSim infrastructure offered space for youth to explore the severity of environmental issues in serious yet playful ways that foregrounded a sense of hopeful responsibility.
... Transcriptions of talk follow [26]'s transcription conventions: = Latching of utterances (.) Short pause in speech (<200 ms) (0.6) Timed pause to tenths of a second : Lengthening of the previous sound . ...
Displaying a written transcript of what a human said (i.e. producing an "automatic speech recognition transcript") is a common feature for smartphone vocal assistants: the utterance produced by a human speaker (e.g. a question) is displayed on the screen while it is being verbally responded to by the vocal assistant. Although very rarely, this feature also exists on some "social" robots which transcribe human interactants' speech on a screen or a tablet. We argue that this informational configuration is pragmatically consequential on the interaction, both for human participants and for the embodied conversational agent. Based on a corpus of co-present interactions with a humanoid robot, we attempt to show that this transcript is a contextual feature which can heavily impact the actions ascribed by humans to the robot: that is, the way in which humans respond to the robot's behavior as constituting a specific type of action (rather than another) and as constituting an adequate response to their own previous turn.
... These instances included (1) the first judge delivering feedback, (2) the feedback-recipient responding to this feedback, and (3) the second judge following up on the prior feedback turn using the practices of accounting and depersonalizing. We used the transcription conventions set out by Jefferson (2004) and Mondada (2018) (Appendix). With its methodological power in illuminating the situated practices within its extended local context, we relied on a fine-grained analysis of two single cases (Balaman 2021). ...
Although L2 learners are often encouraged to provide feedback on each other's performance of paired/group interaction tasks in collaboration and interaction, how they jointly engage in feedback talk in ways that are conducive to establishing shared understanding of the institutionally preferred actions is largely unknown. Using multimodal conversation analysis, this study examines real‐time peer feedback interactions in a synchronous video‐mediated study group and uncovers the ways L2 learners expand on each other's feedback contributions for collaboratively accomplishing peer feedback in and through interaction. The analysis will explicate (a) accounting as a justifying device and (b) depersonalizing as a mitigating device. The findings show that the participants, in follow‐up feedback turns, attend to the local interactional circumstances created by peer response, tailor their feedback to the institutional goals of the focal setting, contribute to intersubjectivity, and pursue feedback recipient's agreement and strong display of uptake. The analysis brings insights into the construct of L2 Interactional Competence (IC) necessary for following up on peer feedback turns. The study discusses the practical implications of the focal phenomenon for oral assessment preparation classes.
... The recorded CGW typically involved group discussions on assigned questions. Using the transcription software ELAN to time silence, I transcribed vocal and nonvocal activities following Jefferson's (2004) and Mondada's (2018) transcription conventions. The data is Chinese-English bilingual, translated with Pinyin provided. ...
... Readability is about presenting the audience an understandable transcription, while granularity is about the extent which the dynamics of interaction are truly portrayed, and accuracy is related to what kinds of social interactional features of the conversation are presented in the transcription. To these ends, this study utilized Jefferson (2004) and Mondada (2018) transcription conventions (see Appendices A and B) to ensure readability, granularity and accuracy of the transcripts. By doing so, the multimodal transcripts included all the pauses, stretches, overlapping talks, intonation, embodied behaviors and screen-based activities, which were visually and audially available to the researcher as much as it was available to the co-participants. ...
The virtual exchange (VE) projects in language teacher education programs have become widely utilized sets of activities due to their potential affordances for teachers to develop a variety of skills and competences in technology-mediated settings. To this end, this study explores how pre-service language teachers (PSTs) make use of a VE project and VE-based teacher education activities in a trilateral exchange environment. The participants were pre-service language teachers based in Türkiye, Germany and Sweden in the VE project. All the activities were completed online and the ultimate goal for the PSTs was to create a shared lesson plan collaboratively in their teams. The data included the screen-recordings of the PSTs’ video-mediated interactions, written outputs and the collaborative products that they created during the course of the project. The study used multimodal conversation analysis as the research methodology and treated every piece of the data in terms of an emic and participant-relevant perspective. The line-by-line analyses of participants’ video-mediated interactions showed that the PSTs use what they have experienced during the VE project as a resource to shape their own lesson plans in-and-through their lesson planning conversations. They do so by deploying retrospective or immediate orientation to their shared experiential practices while supporting or proposing lesson plan idea, which results in a collaborative pedagogical decision about their shared product in-situ. The study demonstrates that the PSTs potentially transform the VE project into an experiential learning setting promoting their professional development, thus bringing new insights into language teacher education and virtual exchange.
... Participants are 2 blind trainees, 2 trainers and 2 guide-dogs, grouped into 2 different trios. Data were videorecorded after obtaining the participants' consent and were transcribed according to the conventions elaborated in CA for talk (Jefferson, 2004) and multimodality (Mondada, 2019). 4 Results 4.1 Instructing the blind trainee to prompt the dog to provide navigation assistance As their name suggests, the main task of guide-dogs is to guide the blind handler while navigating both open and enclosed urban spaces. ...
Background
There is a lack of studies investigating how visually impaired individuals are trained to interact with their guide dogs during urban mobility exercises. This is a perspicuous setting for the investigation of the praxeological organization of visual impairment in everyday activities.
Method
This study analyzes video-recorded training sessions in French, in which trainers accompany blind people and their newly assigned guide dogs in urban mobility exercises. The study adopts multimodal conversation analysis to investigate the organization of teaching/learning how to use vocal and non-vocal resources to interact with guide dogs in specific ways for the practical purposes of prompting them to provide navigation assistance, rewarding them for doing a previous task correctly, and correcting them when not responding appropriately.
Results
Multimodal resources are differentially employed to implement distinct social actions: verbal cues are favored to get the dog to provide navigation assistance; touching is employed in combination with vocal resources to either reward the dog or correct its conduct. Two instructional configurations are identified: (1) the trainer instructs the trainee about what to tell the dog to do next by incorporating a verbal cue to be addressed to the dog; (2) the trainer instructs the trainee about what to do next to/with the dog.
Discussion/conclusion
The pedagogical importance given to using vocal and embodied resources in specific ways for interacting with the guide dog configures the latter as a participant in and recipient of social actions entailing both practical and affective aspects rather than as a mere aid to mobility.
... Talk has been transcribing according to Jefferson (2004) and embodiment according to Mondada (2018). ...
... For the study to appear authentic and natural, audio-only data that was recorded without the speakers' permission is used. The talks were given in English, and Gail Jefferson's recommended transcription techniques were used to record them (Jefferson, 2004). The analytical strategy used for this study was to apply Halliday and Hasan's (1976) ...
This paper investigates the ways in which sport analysts on Nigeria radio
stations employ lexical cohesive devices in their discourse. It analyses the
utterances of the sport analysts to ascertain the manifestations of reiteration
and collocation as lexical cohesive devices. Five presentations from five
different radio stations are examined in the study. Four of the presentations
are presentations on football, boxing, basketball, and Formula 1 racing, while
the fifth presentation deals with disputes among football stakeholders in
Nigeria. The study transcribes audio presentations of sports analysts on the
radio into written texts using the Gail Jefferson procedure of transcription.
These written texts serve as the data for the study. The texts are analysed
using Halliday and Hasan’s model of lexical cohesion. The study discovers
that reiteration is demonstrated through repetition, synonym/near synonym,
antonym, hypernym, hyponym, holonym-meronym relations. Lexical items
that are reiterated cut across one-word items which belong to content class,
as well as phrases, and a few instances of clauses. Collocation is reflected
in the commentaries through complimentary, converse, and links. This is
possible because words co-occur with one another in order to enhance linear
semantic representation. It is therefore recommended that sports analysts
on the radio ensure that they are in constant connection with current trends
in the languages that they use for communicating with their audience.
... The data are in Finnish. The consultations were video-recorded and transcribed using Jeffersonian transcript symbols (Jefferson, 2004) that were augmented to depict multimodal actions (Mondada, 2001, see Supplementary material for transcription symbols and original Finnish transcripts). ...
Previous studies have shown the intersubjective and negotiable nature of stance: interlocutors orient to alignment and adjust their stances to achieve closer alignment. In this article, we study the interplay of three axes of stance—epistemic, deontic and affective stance—and the role their management may have in socially relevant tasks. We describe how the three axes can be simultaneously relevant, taken into account, and dynamically shifted by the participants in a specific sequence of action. The three axes are not always equally aligned or disaligned, but instead divergent: some are aligned at the same time when others are disaligned. Through a case study with two data excerpts, we show how the divergence is an interlocutors’ resource to overcome the disalignment of some of the stances, and to eventually achieve sufficient alignment in order to proceed their activity. Our data are drawn from the institutional context of neurological consultations. We examine the interactants’ stance over longer episodes of talk to illustrate their momentary, multimodal interactional work to display and adjust their stances. The interactants deploy different modalities to address the divergent stances, and further, the multimodal and multifaceted nature of turns enable them to orient to several axes of stance at the same time. Instead of merely taking a stance, the interlocutors manage their stances—both in terms of adjusting the alignment and the balance of the different axes—and thus maintain the social relationship between themselves and the progressivity of the ongoing task.
... Transcriptions of talk follow [26]'s transcription conventions: = Latching of utterances (.) Short pause in speech (<200 ms) (0.6) Timed pause to tenths of a second : Lengthening of the previous sound . ...
Displaying a written transcript of what a human said (i.e. producing an "automatic speech recognition transcript") is a common feature for smartphone vocal assistants: the utterance produced by a human speaker (e.g. a question) is displayed on the screen while it is being verbally responded to by the vocal assistant. Although very rarely, this feature also exists on some "social" robots which transcribe human interactants' speech on a screen or a tablet. We argue that this informational configuration is pragmatically consequential on the interaction, both for human participants and for the embodied conversational agent. Based on a corpus of co-present interactions with a humanoid robot, we attempt to show that this transcript is a contextual feature which can heavily impact the actions ascribed by humans to the robot: that is, the way in which humans respond to the robot's behavior as constituting a specific type of action (rather than another) and as constituting an adequate response to their own previous turn.
... Then, we noticed and identified therapists' directives with similar patterns and recurring practices. We transcribed the collections of instances verbatim following conversation analysis conventions (see Appendix A (Jefferson, 2004)), including linguistic and prosody resources, as well as multimodal resources (see Appendix B (Mondada, 2022)). We identified and analysed 1062 directive turns given by therapists and the children's subsequent responses, transcribing each type of directive in the collections of instances with multimodal details and including the transcription of multimodal resources in our analysis. ...
It is well-established that amateur sports teams constitute a site of pervasive contradictory dynamics, with affable solidarity and camaraderie offset by ubiquitous competition between players. While these qualities have been identified in sport psychology and sociology, their in-situ accomplishment through players’ endogenous interpersonal relations has not yet been explored. In this article, I explore this issue, investigating how players in an amateur Australian football (soccer) team utilise conversational teasing to enact relational camaraderie and competition in subtle, nuanced ways. Examining naturally occurring data collected using ethnographic methods and analysed through a CA-informed lens, I demonstrate the endogenous co-constitution of these relational qualities, connected to the negotiation of teasing sequences. In this way, the in-situ accomplishment of camaraderie and competition as a relational dialectic, in line with the players’ dynamic interpersonal relationships, is elucidated.
Background
Aphasia is a communication disorder caused by brain damage. People with aphasia (PWA) often experience difficulties in interaction.
Methods
This study uses conversation analysis (CA) and examines the interactions of 10 PWA (5 fluent and 5 non‐fluent speakers) and their healthcare professionals.
Aims
The study aims to to explore how Mandarin‐speaking PWA adapt to difficulties in initiating responses to questions from healthcare professionals. It also examines how the ways PWA adapt may vary across different types of aphasia.
Results
Two adaptive practices were identified: turn initial repeats and turn initial iconic gesture. The findings suggest that fluent speakers with aphasia tended to adapt with turn initial repeats, while non‐fluent speakers relied more on iconic gestures in starting a response turn. These practices allow PWA to maintain progressivity in responding to questions and assist them in formulating answers.
Conclusions & Implications
The study provides empirical evidence on how linguistic and multimodal resources can enhance everyday interactions and be applied in interaction‐focused therapy for Mandarin‐speaking PWA.
WHAT THIS PAPER ADDS
What is already known on the subject Existing research has primarily focused on communication challenges and adaptation strategies among individuals with aphasia who speak English, German and Finnish. There is a noticeable gap in the literature concerning Mandarin speakers with aphasia and their experiences in everyday communication. To our knowledge, no study has yet explored the specific challenges they encounter and how they cope with them.
What this paper adds to the existing knowledge This study explores the communication challenges faced by Mandarin speakers with aphasia during interactions with health professionals, with a particular focus on turn initial responses to questions. Two distinct approaches (i.e., ‘turn initial repeat’ and ‘turn initial iconic gesture’) to manage communicative difficulties were identified, with a possible relation between approaches and aphasia types. Fluent speakers compensated with ‘turn initial repeat’ whereas non‐fluent speakers employed ‘turn initial iconic gesture’ for successful communication with their health professionals.
What are the potential or actual clinical implications of this work? The strategies initiated in response to question difficulties contribute to effective turn construction and represent valuable resources for PWA managing aphasia. The study offers empirical evidence on how these communication resources (both linguistical and multimodal) can enhance everyday interactions and be integrated into interaction‐focused therapy for Mandarin speakers with aphasia.
In this article, we present our study of teaching talk moves and translanguaging practices used to support the discussion of divisibility in a Catalan–Spanish–English trilingual classroom of a secondary school. We examined a sequence of eleven lessons with a focus on seven talk moves – Switching languages, Revoicing, Recapping, Adding on, Focusing, Funneling and Eliciting. Through this we were able to identify some teaching episodes in which the attention was given to discussing specific mathematical–linguistic challenges involved in the learning and understanding of divisibility content. We illustrate this finding using an episode around the least common multiple and how interconnected moves of Switching languages, Recapping, Eliciting, Funneling and Revoicing functioned to distinguish the mathematical meaning embedded in the lcm labelling, alongside the mathematical meaning intended for the individual word names, least, common and multiple, for the noun phrase and for the concept. We comment on more briefly a second episode around the parity concept for elaborating on the same finding. Our contribution adds to recent work on mathematical–linguistic challenges in the literature and does so with unique data from the under-researched context of the trilingual mathematics classroom.
Keywords: Teaching talk moves; trilingualism; translanguaging practices; school divisibility
The Manual section of the Handbook of Pragmatics, produced under the auspices of the International Pragmatics Association (IPrA), is a collection of articles describing traditions, methods, and notational systems relevant to the field of linguistic pragmatics; the main body of the Handbook contains all topical articles. The first edition of the Manual was published in 1995. This second edition includes a large number of new traditions and methods articles from the 24 annual installments of the Handbook that have been published so far. It also includes revised versions of some of the entries in the first edition. In addition, a cumulative index provides cross-references to related topical entries in the annual installments of the Handbook and the Handbook of Pragmatics Online (at https://benjamins.com/online/hop/), which continues to be updated and expanded. This second edition of the Manual is intended to facilitate access to the most comprehensive resource available today for any scholar interested in pragmatics as defined by the International Pragmatics Association: “the science of language use, in its widest interdisciplinary sense as a functional (i.e. cognitive, social, and cultural) perspective on language and communication.”
Tools are crucial resources for participation in social interactions, and electronic and paper-based medical records can be considered as such in doctor–patient interactions. Although doctors and patients sometimes display their orientation toward records to achieve specific interactional goals, few studies have explored how medical records can be used to construct a specific social action relevant to an ongoing consultation. The present study employed conversation analysis examining how doctors use medical records to construct various social actions during routine diabetes check-ups at an internal medicine department in the Tohoku area of Japan. Specifically, it elucidates how reading aloud laboratory results in the medical record enables doctors to secure patients’ understanding and acceptance of medical recommendations by orienting the patients toward the validity of the informed result, which would provide a ground for further assessment of the results and daily health management recommendations. In other words, using medical records in a particular way involves how participants manage their commitment to their role and who is responsible for a patient’s daily health management. This study not only contributes to the body of knowledge concerning action formation in interaction but also the sociology of medicine by explicating how the use of medical records in practice originates as an accountable phenomenon based on participants’ practical reasoning.
This study examines face-work and politeness strategies during interactions between a female doctor and two male patients presenting with sexual and reproductive health issues at a public hospital in Kenya. Grounded in the conceptual frameworks of face-work and politeness, this study explores how face-saving and face-threatening acts are managed in medical encounters. It considers the cultural and gendered aspects of politeness in these interactions. The analysis of the qualitative data collected through recordings, participant observation, and a follow-up interview with the doctor has led to the following findings. The doctor uses indirect language and culturally sensitive communication to preserve the male patients’ positive face, particularly around stigmatized issues such as sexually transmitted infections. The male patients employ defensive face-work to maintain their social image and masculinity. This study sheds light on the power dynamics, politeness strategies, and cultural norms that shape doctor–patient interactions in reproductive health settings, contributing to a deeper understanding of gendered communication in healthcare.
Much social psychological study of attitudes and attributions has treated these as properties that are intrinsic to the individual, indicating how the individual evaluates or explains phenomena in the external social world. Critical approaches, by contrast, argue that in expressing evaluations or explanations individuals are constructing versions of the phenomena that they are describing. From this perspective evaluative or explanatory talk is oriented towards achieving local outcomes, such as accounting for individuals’ choices, avoiding blame or similar. Attitudes and attributions can thus be seen as produced in discourse and oriented to social actions rather than being (mere) outcomes of individual information-processing.
Studies on communication partner training programs for persons with aphasia reveal improvements in the conversation partners’ communication skills. This article explores the strategies for topic maintenance developed by the conversational partners of three people with non-fluent aphasia before and after an intervention on conversational strategies.
For our method we used conversation analysis to examine video-recorded samples of everyday conversations (pre- and post-treatment and follow-up) between three couples. The assessment for topic management was performed with Conversation Analysis Profile for People with Aphasia (CAPPA). The intervention was conducted over a period of five weeks. The partners were trained to use strategies for better topic maintenance (multiple-choice, multimodality, and message verification). At six weeks post-therapy, a third recording was made.
After the intervention, the results showed changes in topic maintenance. The use of strategies is related to the pre-existing context and the presence of visual support.
To conclude, individuals with non-fluent aphasia and their conversation partners engage in multimodal conversations and benefit from the use of strategies to overcome barriers to understanding, leading them to maintain a conversational topic.
This study examines a single highly controversial emergency call made to the Korean emergency center which garnered significant media interest due to the caller’s use of authority to demand the call taker’s name. The analysis shows how the sequential context in which turns are produced and the treatment they receive have consequences for how the dispute emerges by using the notion of activity contamination ( Whalen et al. 1988 ). A sequential analysis of the recorded call revealed how the call for help fails as soliciting and giving reason for the phone call is displaced by the activity of arguing with each other. The caller’s use of directives and commands when addressing the call-taker is examined in relation to the Korean kapjil “abuse of power” culture. The findings may contribute insights into cultural dynamics in emergency calls, at the same time providing suggestions to improve the effectiveness of Korean emergency service calls in the future.
Recent studies on handover communication highlight the role of the incoming physician in preventing misunderstandings that contribute to medical errors. However, existing research often only provides abstract recommendations for increasing their participation, without specifying where and how this should occur. This paper applies discourse theory and methods to identify where the incoming physician’s active involvement is interactionally appropriate and can be integrated naturally and effectively. Twelve handovers between six pairs of resident physicians were recorded in a simulated ICU setting at a teaching hospital and analyzed using a combination of genre theory and conversation analysis. By first identifying the "moves" that constitute the handover genre, we pinpointed places where active participation by the incoming physician is expected and facilitates effective communication. While the tasks and focus points and the questions and consultation moves clearly invite such participation, the clinical situation move requires more negotiation, as the outgoing physician maintains control over the conversational floor, making it less immediately accessible for the incoming physician to contribute. The four remaining moves exhibit a more monologic pattern, where both participants display interactional behavior signaling that active input from the incoming physician is not anticipated. Our findings suggest that medical professionals share an implicit understanding of when participation is appropriate, shaped by conventions of the handover genre itself. By reconstructing these tacit rules through genre theory and conversation analysis, we provide insights that can inform training methods, ensuring that recommendations for active participation by the incoming physician align with the structured expectations of clinical practice.
In this digital age, platforms such as OmeTV and Omegle have transformed intercultural communication by facilitating random video chats between individuals from diverse backgrounds. English functions as a lingua franca (ELF) in these interactions, bridging cultural and linguistic divides. While research has shed light on humor’s effectiveness in easing social interactions, its specific role in initial intercultural online video chat interactions between ELF speakers remains unexplored. This study addresses this gap by investigating how humor fosters rapport between ELF speakers in this context. A purposive sampling method is used to select a subset of 25 OmeTV/Omegle video chat interactions on YouTube. These videos showcase previously unacquainted ELF speakers engaging in intercultural communication in an online video-mediated context. This study employs sequential analysis to examine the interactional dynamics of these conversations with a focus on the role of humor in fostering rapport. The analysis reveals how collaborative humor construction and early initiation of humor contribute to closer interpersonal relationships. Additionally, the cumulative escalation of humor and a unique strategy targeting humor at both speaker and recipient promote effective rapport building. These findings illuminate humor’s bridging function in initial intercultural online video chat interactions, and provide insights into digital intercultural communication dynamics and practical guidance for navigating such encounters.
To examine change in psychotherapeutic conversations, Conversation Analysis (CA) can be a powerful tool. The present study goes beyond previous studies for conducting a longitudinal analysis of psychotherapy by focusing on both conversational partners equally—the therapist and her interventions and the patient and her responses. Video recordings of sessions involving an entire outpatient psychodynamic psychotherapy in the German language serve as database. The analysis demonstrates evidence of change in the actions of both participants. The therapist, for example, changes her choice of words over the course of the therapy, indicating in later sessions that she relies on previous interventions and assumes that the patient has gained knowledge. In the first half of the therapy, the patient offers usually dispreferred responses. Toward the end of the therapy, she offers less dispreferred responses but still does not cooperate completely. This study shows how changes in both the therapist's interventions and the patient's responses can be recognized over the course of psychotherapy sessions, even if these changes are rather small.
This multimodal conversation analytic study explores the multifunctionality of explicit positive assessments (EPAs) in one-on-one Japanese language teaching. Focusing on selected segments in which learners treat instructor's EPAs as compliments, this study
investigates how instructors design focal assessments to make the learner's next action conditionally relevant. The analysis identifies several distinct linguistic, sequential, and multimodal features of the focal EPAs that collectively contribute to making the assessment
more interpretable as a compliment to its recipient. The study further demonstrates that EPAs with identified interactional features make the referent of the positive assessment more attributable to the learner, thereby rendering these learners' subsequent responses
a relevant next action. The findings highlight the role of the instructor's configuration of various interactional resources in conducting assessments. They also contribute to a deeper understanding of positive assessment as social action and illuminate
the multifunctionality of assessment in language pedagogy.
Designers are encouraged to incorporate values in their practice as a way of making outcomes more ethical. Values are conceptualized as inner mental preferences that inform decisions. Methodologies such as value sensitive design advise on how to collate stakeholders’ values, treating values as identifiable through asking people about them. This article offers a different way of looking at values, using discursive psychology to analyze what designers do in their responses when they are asked about values in interviews. The analysis shows that when participants are asked about the influence of values in their work, many seek to justify them by explaining where they came from. Difficulty is found when they attempt to describe how values influence their decisions. The findings suggest that asking people to identify their values may be problematic since responses may involve situated identity management rather than revealing underlying mental states.
The Early Years Learning Framework for Australia V2.0 (EYLF; AGDE, 2022) guides education and care for children aged from birth to five years. This second version of the EYLF draws attention to children’s executive functions (EFs). However, the impact of the inclusion of EFs on pedagogy with children aged under three years has received little research attention. We reveal fine-grained interactional phenomena within a mother-infant dyad interaction and demonstrate how the mother’s conversational turns facilitate the three-month-old infant’s autonomous participation and sustained attention throughout a collaborative, co-constructed interaction. We highlight the sequential organisation of turns, carefully orchestrated by the mother, that creates opportunities for the infant to contribute to the back-and-forth interaction. We propose that early childhood educators could purposefully replicate some of the highlighted adult interactions in their talk-in-interaction with infants, as these create opportunities for infants to achieve sustained attention that may facilitate the emergence of EFs.
Although researchers have recently started to investigate naturally occurring parent-child interactions in youth sport, the use of orthographic transcription, combined with video coding or thematic analysis, overlooks the interactional features resulting in researchers potentially over-simplifying such interactions. The purpose of the current study, therefore, was to examine the naturally occurring parent-child interactions which unfold during the post-competition car journey within British tennis. Specifically, the research questions focused on identifying the parental communicative practices that constrain or afford affiliative and productive conversations about children’s tennis performance. Audio and video recordings were collected from 13 parent-child dyads (n = 26) resulting in 4h 26mins of parent-child interactions. These recordings were transcribed using the Jefferson (2004) system for capturing the production, pace, and organisation of social interaction. Conversation analysis revealed that children resisted or disengaged from the interaction when parents attempted to review their child’s performance by highlighting problems or areas for improvement. However, when children initiated conversations about their own performance, and parents aligned with such invitations, extended sequences of affiliative talk unfolded, irrespective of the result or outcome. From an applied perspective, these findings highlight the importance of post-competition discussions being a child-initiated and child-driven interactional practice which promotes ownership of their tennis development and performances.
This collection provides a kaleidoscopic view of a range of identity struggles in the workplace context. It features twenty-two case studies that present an eclectic mix of workplaces in different socio-cultural contexts. They include, among others, household workers in Peru and Hong Kong, female professionals in India and the UK, social workers in Botswana and on Canadian reserves, tourist guides in Europe and construction workers in New Zealand. The volume addresses important questions on professional competence, group membership, (sometimes competing) expectations, and identity boundaries. The chapters establish that identity struggles are a reflection of issues of knowledge, competing norms and attempts for social change.
Les onze articles qui composent ce numéro traitent de ces deux aspects du
langage – grammaire et pratiques multimodales – en tant que ressources
essentielles au fonctionnement de l'interaction. Les différentes contributions se
basent sur des données interactionnelles en L1 et L2 au sens large, notamment
en classe de langue, mais également sur des corpus de messages vocaux ou
des données élicitées lors de tâches de narration.
In this chapter, we first explain the method that we use in this book. In particular, we draw on Membership Categorization Analysis, which is a micro-discursive methodology that allows us to scrutinize how age-related categories are mobilized in talk. This approach puts the focus on interaction at the centerstage of our analyses, and it pinpoints how recruiters and job applicants “do” ageist stereotyping by linking categories and groups to specific attributes and activities. Secondly, we explain that while Membership Categorization Analysis is often used by researchers working in the conversation analytical tradition, we actually use it within the framework of multimodal discourse analysis. This enables us to also use elements from the context in our study, while we can nevertheless still engage in a detailed exploration of the turn-by-turn achievement of ageism in job interviews through a variety of semiotic resources. Finally, we explain in detail the dataset on which this study draws and provide a preview of the rest of the book.
Lingua franca business communication takes place when people of diverse linguistic backgrounds do business. It is used both to coordinate such activities as people management, accounting, and marketing in multinational corporations and to carry on the business of buying, selling, and negotiating in international networks. Typically, English as a business lingua franca (BELF) is the language emerging in such encounters. The study of business lingua franca communication uses a range of methodologies and theoretical frameworks drawing on applied linguistics and sociolinguistics. These studies investigate communicative practices such as emails and meetings carried out by internationally operating practitioners working with their colleagues and business partners. Since the context is essential for business communication, ethnographically‐informed studies including practitioners' perceptions are in use. The findings have various implications for teaching and pedagogy.
In this study, we scrutinize the collaborative balancing of stories and identities in a corpus of Belgian WWII interviews. Specifically, we zoom in on three dimensions—tellability, morality and credibility—to explore how interactants jointly construct testimonies that are in line with social norms—and are thus acceptable—within the WWII remembrance storytelling context. By relying on a narrative as social practice-approach, we confronted fine-grained analyses of identity work in the interviews with master narratives circulating in the wider remembrance context. Our analyses reveal unique norms regarding tellability (i.e. the tellability of typically untellable topics), morality (i.e. the condemnation of outgroup affiliations) and credibility (i.e. the importance of trustworthy narratives). We argue that these norms not only resulted from the storytelling world’s specific time-space configuration, but were also informed by the WWII storyworld, which may attest to the existence of a WWII remembrance community of imagination.
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