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Sexual harassment severely impacts the educational system in the West African country Benin and the progress of women in this society that is characterized by great gender inequality. Knowledge of the belief systems rooting in the sociocultural context is crucial to the understanding of sexual harassment. However, no study has yet investigated how sexual harassment is related to fundamental beliefs in Benin or West African countries. We conducted a field study on 265 female and male students from several high schools in Benin to investigate the link between sexual harassment and measures of ambivalent sexism, gender identity, and rape myth acceptance. Almost half of the sample reported having experienced sexual harassment personally or among peers. Levels of sexism and rape myth acceptance were very high compared to other studies. These attitudes appeared to converge in a sexist belief system that was linked to personal experiences, the perceived probability of experiencing and fear of sexual harassment. Results suggest that sexual harassment is a societal problem and that interventions need to address fundamental attitudes held in societies low in gender equality.
Dropping out of overlap is a frequent practice for overlap resolution (Schegloff, 2000, Jefferson, 2004) in interaction, as it re-establishes the “one-at-a-time” principle of the turn-taking system (Sacks et al., 1974). While it is appropriate to analyze the practice of dropping out of overlap as a verbal and thus audible phenomenon, a close look at video data reveals that withdrawing from an action trajectory is also an embodied practice. Based on a fine-grained multimodal analysis (C. Goodwin, 1981, Mondada, 2007a, Mondada, 2007b) of videotaped interactions in French, this paper illustrates how overlapped speakers organize the momentary suspension of their action trajectory in visible ways. Indeed, participants do not instantly withdraw from their action trajectory when they stop talking. By using bodily resources, they are able to display continuous monitoring of the availability of their co-participants and of the next possible slot for resuming their suspended action. I therefore suggest analyzing the drop out of overlap as the first step of withdrawal, as definitive, embodied withdrawal can occur later, or, in case of resumption, not at all. Consequently, my paper analyzes withdrawal as a good example of strengthening the analytic concept of embodiment with regard to turn-taking practices in interaction.
In this article, we examine the effectiveness of bootstrapping supervised machine-learning polarity classifiers with the help of a domain-independent rule-based classifier that relies on a lexical resource, i.e., a polarity lexicon and a set of linguistic rules. The benefit of this method is that though no labeled training data are required, it allows a classifier to capture in-domain knowledge by training a supervised classifier with in-domain features, such as bag of words, on instances labeled by a rule-based classifier. Thus, this approach can be considered as a simple and effective method for domain adaptation. Among the list of components of this approach, we investigate how important the quality of the rule-based classifier is and what features are useful for the supervised classifier. In particular, the former addresses the issue in how far linguistic modeling is relevant for this task. We not only examine how this method performs under more difficult settings in which classes are not balanced and mixed reviews are included in the data set but also compare how this linguistically-driven method relates to state-of-the-art statistical domain adaptation.
Based on German speaking data from various activity types, the range of multimodal resources used to construct turn-beginnings is reviewed. It is claimed that participants in talk-in-interaction need to deal with four tasks in order to construct a turn which precisely fits the interactional moment of its production:
1. Achieve joint orientation: The accomplishment of the socio-spatial prerequisites necessary for producing a turn which is to become part of the participants’ common ground.
2. Display uptake: Next speaker needs to display his/her understanding of the interaction so far as the backdrop on which the production of the upcoming turn is based.
3. Deal with projections from prior talk: The speaker has to deal with projections which have been established by (the) previous turn(s) with respect to the upcoming turn.
4. Project properties of turn-in-progress: The speaker needs to orient the recipient to properties of the turn s/he is about to produce.
Turn-design thus can be seen to be informed by tasks related to the multimodal, embodied, and interactive contingencies of online-construction of turns. The four tasks are ordered in terms of prior tasks providing the prerequisite for accomplishing a later task.
Reformulating place
(2013)
This report examines what can be accomplished in conversation by reformulating a reference to a place using the practices of repair. It is based on an analysis of a collection of place references situated in second pair parts of adjacency pairs taken from a wide range of field recordings of talk-in-interaction. Not surprisingly, place references are sometimes reformulated so as to indicate a misspeaking or in pursuit of recipient recognition. At other times, however, we show that place references can be reformulated to more adequately implement the action of a turn in prosecuting the course of action of which it is a part. In these cases repairing a place reference can target a source of trouble associated with implementing the action of a turn at talk, and thus reformulating place can serve as a practical resource for accomplishing a range of interactional tasks. We conclude with a more complex case in which two reformulations are deployed in responding to a so-called ‘double-barrelled’ initiating action.
Automatic recognition of speech, thought, and writing representation in German narrative texts
(2013)
This article presents the main results of a project, which explored ways to recognize and classify a narrative feature—speech, thought, and writing representation (ST&WR)—automatically, using surface information and methods of computational linguistics. The task was to detect and distinguish four types—direct, free indirect, indirect, and reported ST&WR—in a corpus of manually annotated German narrative texts. Rule-based as well as machine-learning methods were tested and compared. The results were best for recognizing direct ST&WR (best F1 score: 0.87), followed by indirect (0.71), reported (0.58), and finally free indirect ST&WR (0.40). The rule-based approach worked best for ST&WR types with clear patterns, like indirect and marked direct ST&WR, and often gave the most accurate results. Machine learning was most successful for types without clear indicators, like free indirect ST&WR, and proved more stable. When looking at the percentage of ST&WR in a text, the results of machine-learning methods always correlated best with the results of manual annotation. Creating a union or intersection of the results of the two approaches did not lead to striking improvements. A stricter definition of ST&WR, which excluded borderline cases, made the task harder and led to worse results for both approaches.
The authors compare the use of two formats for requesting an object in informal everyday interaction: imperatives, common in our Polish data, and second-person polar questions, common in our English data. Imperatives and polar questions are selected in the same interactional “home environments” across the languages, in which they enact two social actions: drawing on shared responsibility and enlisting assistance, respectively. Speakers across the languages differ in their choice of request format in “mixed” interactional environments that support either. The finding shed light on the orderly ways in which cultural diversity is grounded in invariants of action formation.
This article advocates an understanding of ‘positioning’ as a key to the analysis of identities in interaction within the methodological framework of conversation analysis. Building on research by Bamberg, Georgakopoulou and others, a performative, interaction-based approach to positioning is outlined and compared to membership categorization analysis. An interactional episode involving mock stories to reveal and reproach an inadequate identity-claim of a co-participant is analysed both in terms of practices of membership categorization and positioning. It is concluded that membership categorization is a core element of positioning. Still, positioning goes beyond membership categorization in a) revealing biographical dimensions accomplished by narration and b) by uncovering implicit performative claims of identity, which are not established by categorization or description.
Based on German speaking data from various activity types, the range of multimodal resources used to construct turn-beginnings is reviewed. It is claimed that participants in talk-in-interaction need to deal with four tasks in order to construct a turn which precisely fits the interactional moment of its production:
1. Achieve joint orientation: The accomplishment of the socio-spatial prerequisites necessary for producing a turn which is to become part of the participants’ common ground.
2. Display uptake: Next speaker needs to display his/her understanding of the interaction so far as the backdrop on which the production of the upcoming turn is based.
3. Deal with projections from prior talk: The speaker has to deal with projections which have been established by (the) previous turn(s) with respect to the upcoming turn.
4. Project properties of turn-in-progress: The speaker needs to orient the recipient to properties of the turn s/he is about to produce.
Turn-design thus can be seen to be informed by tasks related to the multimodal, embodied, and interactive contingencies of online-construction of turns. The four tasks are ordered in terms of prior tasks providing the prerequisite for accomplishing a later task.