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Drawing upon the transformative power of questions, the paper investigates questioning sequences from authentic coaching data to examine the systematic use of a particular succession of formulation and question and its impact on inviting self-reflection processes in the client and eliciting change. The object of investigation in this paper are therefore questioning sequences in which a coach asks a question immediately after a rephrasing or relocating action, prompting the client to respond in an explicit or implicit way. The coach hereby shifts the focus to a hypothetical scenario, prompting the client to change her perspective on the matter and reflect on her own statements, ideas and attitudes from an outside perspective. The paper aims to contribute to closing the research gap of the change potential of reflection-stimulating action techniques used by coaches, by investigating one of many ways of how questions can be powerful tools to invite a change of perspective for the client. The study focuses on one coaching process consisting of three sessions between a female coach and a female client, utilizing a single case study approach. The data collection was part of the interdisciplinary project “Questioning Sequences in Coaching”, comprising 14 authentic coaching processes. The analysis follows Peräkylä’s Transformative Sequences model, examining the first position including the formulation and the subsequent question, the client’s response, and the coach’s reaction to the response. On a practical level, the main purpose of this paper is not to contribute to the many ways practical literature recommends coaches how to do their work and how to ask questions, but rather to show in what ways the elicitation of self-reflection processes in clients has been achieved by other coaches in authentic coaching sessions.
This study aims to establish what lexical factors make it more likely for dictionary users to consult specific articles in a dictionary using the English Wiktionary log files, which include records of user visits over the course of 6 years. Recent findings suggest that lexical frequency is a significant factor predicting look-up behavior, with the more frequent words being more likely to be consulted. Three further lexical factors are brought into focus: (1) age of acquisition; (2) lexical prevalence; and (3) degree of polysemy operationalized as the number of dictionary senses. Age of acquisition and lexical prevalence data were obtained from recent published studies and linked to the list of visited Wiktionary lemmas, whereas polysemy status was derived from Wiktionary entries themselves. Regression modeling confirms the significance of corpus frequency in explaining user interest in looking up words in the dictionary. However, the remaining three factors also make a contribution whose nature is discussed and interpreted. Knowing what makes dictionary users look up words is both theoretically interesting and practically useful to lexicographers, telling them which lexical items should be prioritized in lexicographic work.
We investigate the optional omission of the infinitival marker in a Swedish future tense construction. During the last two decades the frequency of omission has been rapidly increasing, and this process has received considerable attention in the literature. We test whether the knowledge which has been accumulated can yield accurate predictions of language variation and change. We extracted all occurrences of the construction from a very large collection of corpora. The dataset was automatically annotated with language-internal predictors which have previously been shown or hypothesized to affect the variation. We trained several models in order to make two kinds of predictions: whether the marker will be omitted in a specific utterance and how large the proportion of omissions will be for a given time period. For most of the approaches we tried, we were not able to achieve a better-than-baseline performance. The only exception was predicting the proportion of omissions using autoregressive integrated moving average models for one-step-ahead forecast, and in this case time was the only predictor that mattered. Our data suggest that most of the language-internal predictors do have some effect on the variation, but the effect is not strong enough to yield reliable predictions.
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.
studierfähig – studierbar. Die semantischen Rollen von Aktiv und Passiv bei deverbativen Adjektiven
(2024)
Rejecting the validity of inferred attributions of incompetence in German talk-in-interaction
(2024)
This paper deals with pragmatic inference from the perspective of Conversation Analysis. In particular, we examine a specific variety of inferences - the attribution of incompetence which Self constructs on the basis of Other's prior action, hearable as positioning Self as incompetent (e.g., instructions, offers of assistance, advice); this attribution of incompetence concerns Self's execution of some practical task. This inference is indexed in Self's response, which highlights Self's expertise, or competence concerning the task at hand. We focus on two recurrent types of such responses in our data: (i) accounting for competence through formulations of prior experience with carrying out a practical action and (ii) explicit claims of competence for accomplishing this action. We analyze the interactional environments in which these responses occur, the ways in which the two practices index Self's understanding of being positioned as incompetent and the interactional work they do. Finally, we discuss how through rejecting and inferred attribution of incompetence, Self implicitly seeks to restore their face and defend their autonomy as an agent, yet, without entering an explicit identity-negotiation. Findings rest on the analysis of 20 cases found in video-recordings of naturally occurring talk-in-interaction in German from the corpus FOLK.
In social interaction, different kinds of word-meaning can become problematic for participants. This study analyzes two meta-semantic practices, definitions and specifications, which are used in response to clarification requests in German implemented by the format Was heißt X (‘What does X mean?’). In the data studied, definitions are used to convey generalizable lexical meanings of mostly technical terms. These terms are either unknown to requesters, or, in pedagogical contexts, requesters ask in order to check the addressee’s knowledge. Specifications, in contrast, clarify aspects of local speaker meanings of ordinary expressions (e.g., reference, participants in an event, standards applied to scalar expressions). Both definitions and specifications are recipient-designed with respect to the (presumed) knowledge of the addressee and tailored to the topical and practical relevancies of the current interaction. Both practices attest to the flexibility and situatedness of speakers’ semantic understandings and to the systematicity of using meta-semantic practices differentially for different kinds of semantic problems. Data are come from mundane and institutional interaction in German from the public corpus FOLK.