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Cette contribution propose une analyse qualitative et quantitative des reformulations sur des données interactionnelles. Pour la constitution du corpus d’étude, nous nous appuyons sur un outil de détection automatique des hétéro-répétitions, considérées comme indices de reformulation. Après avoir illustré les éléments qui ont présidé à la conception de l’outil, nous présentons le paramétrage de cette ressource, que nous avons testée sur quatre enregistrements de la base de données CLAPI. Cette étude souligne la pertinence de l’approche interactionnelle dans l’analyse des hétéro-répétitions, en en montrant les fonctionnalités multiples, notamment dans les pratiques de reformulation dans la conversation.
Within a rapidly digitalising society, it is important to understand how the learning and teaching of digital skills play out in situ, particularly amongst older adults who acquire these skills later in life. This paper focuses on participants engaged in the process of learning digital skills in adult education courses. Using video recordings from adult education centres in Finland and Germany, we explore how students mobilise their teachers’ assistance when encountering problems with their smartphones, laptops or tablets. Prior research on social interaction has shown that assistance can be recruited through a variety of verbal and embodied formats. In this specific educational setting, participants can use complaints about their digital skills or mobile devices to obtain assistance. Utilising multimodal conversation analysis, we describe two basic sequence types involving students’ complaints, discuss their cross-linguistic characteristics, and reflect on their connection to this educational setting and digital devices.
Having the necessary skills for staying in contact with friends and relatives through digital devices is crucial in today’s world. As the current COVID-19 pandemic shows, this holds especially true for the elderly. Being quarantined and restricted from physically meeting people, various communication technologies are more important than ever for staying social and informed on current events. In nursing homes, staff members are now finding new ways for staying in touch with family members by assisting residents in making video calls with mobile devices.
But what if elderly people cannot rely on personal assistance for accessing these alternative means of communication? This raises the general question of how older people can and do learn to use such technologies. Although the internet is full of guides and instructional videos on how to use smartphones or tablets, they are a cold comfort to someone who may not even know what an internet browser is.
Especially for digital newcomers, the tried and true method of face-to-face instruction is invaluable. While many older people turn to their children or grandchildren for help in all things digital, courses specifically tailored for elderly users are also increasingly popular.
More and more governmental initiatives and associations indeed acknowledge the already existing interest of elderly citizens in digital tools and their growing need to receive customized training (e.g. “SeniorSurf” and “Kansalaisen digitaidot” in Finland or “Silver Tipps” in Germany). For a researcher of social interaction, these courses can also provide a valuable window for discovering what it looks and sounds like to learn to use essential but sometimes alien technologies.
Der vorliegende Beitrag befasst sich mit Erzählen in seiner massenmedialen Vermittlung in einer Unterhaltungsendung im Fernsehen. Ziel ist es, anhand einer multimodalen und medienlinguistischen Analyse eines exemplarischen Ausschnitts aus der TV-Unterhaltungssendung "Zimmer frei" die Spezifik solcher massenmedialen Erzählungen herauszuarbeiten. Zum einen wird aufgezeigt, dass sich massenmediales Erzählen in seinem sequenziellen Auf- und Ausbau aufgrund seiner Einbindung in ein mediales Unterhaltungsformat in systematischer Weise von Alltagserzählungen unterscheidet. Zum anderen wird veranschaulicht, inwieweit theatrale Inszenierungs- und Aufführungsmittel der Fernsehproduktion die Aktivität des Erzählens mitkonstituieren. Erzählungen im Fernsehen, so die analyseleitende Prämisse, können nicht schlicht als durch das Fernsehen übertragene narrative Aktivitäten konzeptualisiert werden. Vielmehr sind sie durch eine mediale Theatralität mitgeprägt. (Para)verbale, körperliche und mediale Inszenierungs- und Aufführungsverfahren greifen konzertiert ineinander, um Erzählungen als "dramas to an audience" (Goffman 1974:508) hervorzubringen.
In this contribution we analyse how mobile device users in face-to-face communication jointly negotiate the boundaries and action spaces between digital and non-digital, shared and individual, public and private. Instead of conceptualising digital and face-to-face, i. e., non-digital, communication as separate, more recent research emphasises that social practices relying on mobile devices increasingly connect physical and virtual communicative spaces. Using multimodal conversation analysis, we investigate the situated use of mobile devices and media in social interaction. Excerpts from videotaped everyday conversations illustrate how participants frame their smartphone use in the presence of others, such as when looking at digital pictures, or when recording voice messages. A detailed analysis of verbal and embodied conduct shows how participants negotiate and interpret the connection or separation of digital and non-digital activities and possible forms of participation within these. (Digital) publicness or privacy are therefore to be understood as an interactive accomplishment.
This paper aims to describe different patterns of syntactic extensions of turns-at-talk in mundane conversations in Czech. Within interactional linguistics, same-speaker continuations of possibly complete syntactic structures have been described for typologically diverse languages, but have not yet been investigated for Slavic languages. Based on previously established descriptions of various types of extensions (Vorreiter 2003; Couper-Kuhlen & Ono 2007), our initial description shall therefore contribute to the cross-linguistic exploration of this phenomenon. While all previously described forms for continuing a turn-constructional unit seem to exist in Czech, some grammatical features of this language (especially free word order and strong case morphology) may lead to problems in distinguishing specific types of syntactic extensions. Consequently, this type of language allows for critically evaluating the cross-linguistic validity of the different categories and underlines the necessity of analysing syntactic phenomena within their specific action contexts.
This presentation deals with collaborative turn-sequences (Lerner 2004), a syntactically coherent unit of talk that is jointly formulated by at least two speakers, in Czech and German everyday conversations. Based on conversation analysis (e.g., Schegloff 2007) and a multimodal approach to social interaction (e.g., Deppermann/Streeck 2018), we aim at comparing recurrent patterns and action types within co-constructional sequences in both languages. The practice of co-constructing turns-at-talk has been described for typologically different languages, especially for English (e.g., Lerner 1996, 2004), but also for languages such as Japanese (Hayashi 2003) or Finnish (Helasvuo 2004). For German, various forms and functions of co-constructions have already been investigated (e.g., Brenning 2015); for Czech, a detailed, interactionally based description is still pending (but see some initial observations in, e.g., Hoffmannová/Homoláč/Mrázková (eds.) 2019). Although the existence of co-constructions in different languages points to a cross-linguistic conversational practice, few explicitly comparative studies exist (see, e.g., Lerner/Takagi 1999, for English and Japanese). The language pair Czech-German has mainly been studied with respect to language contact and without specifically considering spoken language or complex conversational sequences (e.g., Nekula/Šichová/Valdrová 2013). Therefore, our second aim is to sketch out a first comparison of co-constructional sequences in German and Czech, thereby contributing to the growing field of comparative and cross-linguistic studies within conversation analysis (e.g., Betz et al. (eds.) 2021; Dingemanse/Enfield 2015; Sidnell (ed.) 2009). More specifically, we will present three main sequential patterns of co-constructional sequences, focusing on the type of action a second speaker carries out by completing a first speaker’s possibly incomplete turn-at-talk, and on how the initial speaker then responds to
this suggested completion (Lerner 2004). Excerpts from video recordings of Czech and German ordinary conversations will illustrate these recurrent co-constructional sequence types, i.e., offering help during word searches (see example 1 above), displaying understanding, or claiming independent knowledge. The third objective of this paper is to underline the participants’ orientation to similar interactional problems, solved by specific syntactic and/or lexical formats in Czech and German. Considering the more recent focus on the embodied dimension of co-constructional practices (e.g., Dressel 2020), we will also investigate the multimodal formatting of a started utterance as more or less “permeable” (Lerner 1996) for co-participant completion, the participants’ mutual embodied orientation, and possible embodied responses to others’ turn-completions (such as head nods or eyebrow flashes, cf. De Stefani 2021). More generally, this contribution reflects on the possibilities and challenges of a cross-linguistic comparison of complex multimodal sequences.
This article examines how the most frequent imperative forms of the verb to show in German (zeig mal) and Czech (ukaž) are deployed in object-centred sequences. Specifically, it focuses on smartphone-based showing activities as these were the main sequential environments of show imperatives in the datasets investigated. In both languages, the imperative form does not merely aim to elicit a responsive action from the smartphone holder (such as making the device available) but projects an individual course of action from the requester’s side in the form of an immediate visual inspection of the digital content. This inspection is carried out as part of a joint course of action, allowing the recipient to provide a more detailed response to a prior action. Therefore, this specific imperative form is proven to be cross-linguistically suited to technology-mediated inspection sequences.
This contribution investigates the use of the Czech particle jako (“like”/“as”) in naturally occurring conversations. Inspired by interactional research on unfinished or suspended utterances and on turn-final conjunctions and particles, the analysis aims to trace the possible development of jako from conjunction to a tag-like particle that can be exploited for mobilizing affiliative responses. Traditionally, jako has been described as conjunction used for comparing two elements or for providing a specification of a first element [“X (is) like Y”]. In spoken Czech, however, jako can be flexibly positioned within a speaking turn and does not seem to operate as a coordinating or hypotactic conjunction. As a result, prior studies have described jako as a polyfunctional particle. This article will try to shed light on the meaning of jako in spoken discourse by focusing on its apparent fuzzy or “filler” uses, i.e., when it is found in a mid-turn position in multi-unit turns and in the immediate vicinity of hesitations, pauses, and turn suspensions. Based on examples from mundane, video-recorded conversations and on a sequential and multimodal approach to social interaction, the analyses will first show that jako frequently frames discursive objects that co-participants should respond to. By using jako before a pause and concurrently adopting specific embodied displays, participants can more explicitly seek to mobilize responsive action. Moreover, as jako tends to cluster in multi-unit turns involving the formulation of subjective experience or stance, it can be shown to be specifically designed for mobilizing affiliative responses. Finally, it will be argued that the potential of jako to open up interactive turn spaces can be linked to the fundamental comparative semantics of the original conjunction.
In this chapter, I will focus on the phenomenon of drop out, i.e., withdrawal from the turn due to overlapping talk, in order to reflect on the link between “unfinished” turns and participation framework. With the help of a sequential and multimodal analysis inspired by the conversation analytical approach, I will show that dropping out from a turn is strongly linked to the availability displayed by potential recipients of a turn-at-talk. Although conversation analysis has described in detail the systematics of overlapping talk, especially of its onset (Jefferson 1973, 1983, 1986) and its resolution (Scheg-loff 2000; Jefferson 2004), the phenomenon of withdrawal from a turn due to simultaneous talk has not been investigated in detail. While it seems to bedifficult to describe this interactional practice by referring exclusively to syntactic features (incompleteness of the turn), I suggest looking at turn withdrawal from a multimodal perspective (e.g. Goodwin 1980, 1981; Mondada2007a; Schmitt 2005), taking into account visible resources like gaze or gesture. The problem of continuing or stopping a turn-in-progress in overlapping talk can be closely linked to the participation framework (Goodwin and Goodwin 2004), as speakers do visibly take into account their recipient’s availability and coordinate their turn construction with the dynamic changes of the participation framework and the interactional space.
Cette contribution s'intéresse aux co-constructions d'un tour de parole en interaction, plus spécifiquement, à la manière dont la complétion d'un énoncé de la part d'un co-participant est ensuite réceptionnée par le locuteur dont le tour a été complété. Malgré l'intérét certain porté par l'analyse conversationnelle et la linguistique interactionnelle à la co-énonciation, l'évaluation de cette pratique par le premier locuteur n’a pas fait l’objet d’analyses approfondies. Dans ce qui suit, nous nous focalisons plus particulièrement sur les pratiques interactionnelles qui permettent aux participants de valider une co-construction. Ce travail est issu du projet ANR SPIM (« L'imitation dans la parole »), dans le cadre duquel nous nous sommes interrogée sur la fonction de l'hétéro-répétition (le fait de répéter un énoncé d'un autre locuteur ou une partie de celui-ci, opposée à l'auto-répétition) dans des séquences de co-construction d'un tour de parole. Dans la partie analytique, nous contrastons deux possibilités de validation d'une complétion collaborative, à savoir l'acquiescement simple (« oui ») et l'hétéro-répétition simple. Sur la base d’enregistrements vidéo de conversations naturelles, nous montrons que ces deux pratiques ne valident pas la complétion collaborative de la même manière, mais qu'elles permettent aux locuteurs d’évaluer finement le caractère plus ou moins adéquat des éléments co-construits.
Dieser Artikel analysiert am Beispiel eines Racletteessens unter Freunden, wie innerhalb einer langen Sequenz das Warten auf den Beginn des Essens strukturiert wird. Während der fast 50 Minuten, die zwischen der Ankunft der ersten Gäste sowie dem Beginn des Essens vergehen, orientieren sich die Teilnehmer auf unterschiedliche Weise zum Warten als Aktivität. Das sukzessive Eintreffen der Gäste führt jeweils zu Eröffnungssequenzen innerhalb dieser Wartezeit. Anhand von Auszügen dieser Zeitspanne verfolgt die Analyse, wie sich die Teilnehmer zu dieser Zeitlichkeit des Wartens und (Noch-nicht-)Beginnens orientieren und wie sie den Anfang des Essens gemeinsam konstruieren.
Cette contribution s’intéresse aux co-constructions d’un tour de parole en interaction, plus spécifiquement, à la manière dont la complétion d’un énoncé de la part d’un co-participant est ensuite réceptionnée par le locuteur dont le tour a été complété. Malgré l’intérêt certain porté par l’analyse conversationnelle et la linguistique interactionnelle à la co-énonciation, l’évaluation de cette pratique par le premier locuteur n’a pas fait l’objet d’analyses approfondies. Dans ce qui suit, nous nous focalisons plus particulièrement sur les pratiques interactionnelles qui permettent aux participants de valider une co-construction. Ce travail est issu du projet ANR SPIM (« L’imitation dans la parole »), dans le cadre duquel nous nous sommes interrogée sur la fonction de l’hétéro-répétition (le fait de répéter un énoncé d’un autre locuteur ou une partie de celui-ci, opposée à l’auto- répétition) dans des séquences de co-construction d’un tour de parole.
You might not know what a “smombie” is, but you have certainly already met one today. In public streets and places, the so-called “smartphone zombies” regularly cross our ways. They walk slowly, in peculiar ways, their eyes and fingers focused on their smartphone displays. While some cities have already introduced specific walking lanes or ground-level traffic signs for smartphone users “on the go”, it is not only road safety that is at stake. Frequently hunching over our phones causes cervical pain, we are addicted to likes on social media, and the fear of missing out prevents us from switching off our phones. If asked if mobile device use is possibly harmful to our bodies and minds, most people would spontaneously agree. Our social skills seem to constantly diminish since smartphones have become an everyday tool: we stick to them like glue while waiting for the bus, while walking, while eating, even while being with others. Will we turn into social zombies in the end?
Genau tritt im aktuellen Sprachgebrauch nicht nur in seiner klassischen Bedeutung als Adjektiv oder Adverb auf, sondern wird auch als Fokus- bzw. Gradpartikel sowie Gesprächspartikel verwendet. Bisherige Beschreibungen haben sich nur in geringem Maße und unter Verwendung heterogener Begriffe mit seinem interaktionalen Gebrauch auseinandergesetzt. In diesem Beitrag werden mit Hilfe eines sequenziellen und multimodalen Ansatzes verschiedene interaktionale Verwendungen von genau in Videoaufnahmen deutscher Alltagsgespräche untersucht. Ausgehend von seiner Funktion als Gradpartikel wird genau sowohl als redebeitragsinterne Bestätigungspartikel in Wortfindungsprozessen als auch als responsive Bestätigungspartikel eingesetzt. Da genau häufig das Ende eines Verstehensprozesses bzw. einer Wissensverhandlung markiert, könnte allgemeiner die Bezeichnung des Intersubjektivitätsmarkers in Erwägung gezogen werden. Aus dem responsiven, bestätigenden Gebrauch heraus entsteht eine stärker sequenzschließende und sequenzstrukturierende Funktion von genau, woraus sich auch der zunehmende Gebrauch dieses Lexems als rein diskursstrukturierende Partikel innerhalb eines Redezugs erklären könnte.
Since Lerner coined the notion of delayed completion in 1989, this recurrent social practice of continuing one’s speaking turn while disregarding an intermediate co-participant’s utterance has not been investigated with regard to embodied displays and actions. A sequential approach to videotaped mundane conversations in German will explain the occurrence and use of delayed completions. First, especially in multi-party and multi-activity settings, delayed completions can result from reduced monitoring and coordinating activities. Second, recipients can use intra-turn response slots for more extended responsive actions than the current speaker initially projected, leading to delayed completion sequences. Finally, delayed completions are used for blocking possibly misaligned co-participant actions. The investigation of visible action illustrates that delayed completions are a basic practice for retrospectively managing co-participant response slots.
Le chevauchement, c’est-à-dire la prise de parole simultanée d'au moins deux locuteurs, est un phénomène omniprésent dans la conversation. Inscrit dans le cadre théorique de l'Analyse Conversationnelle et de la linguistique interactionnelle, notre travail se penche sur la parole simultanée considérée comme un phénomène systématique et ordonné qui appartient aux pratiques routinières de l'alternance des tours de parole. Nos analyses se fondent sur des transcriptions d'enregistrements vidéo de données interactionnelles naturelles, des conversations ordinaires en français et en allemand. Nous ne portons pas uniquement un regard sur le chevauchement en tant que phénomène audible, mais le concevons comme une pratique incarnée en interaction, qui est également implémentée par des ressources visibles. À l'analyse séquentielle s'ajoute donc une analyse multimodale, qui nous permet de tenir compte des constellations participatives dynamiques lors du chevauchement. Le travail analytique se focalise sur trois phénomènes spécifiques dans lesquels la parole simultanée intervient de manière significative : d'abord l'auto-répétition faisant suite au chevauchement, ensuite l'abandon de tour de parole d'un locuteur lors de la parole simultanée et enfin la complétion différée, la continuation retardée d'une prise de parole en chevauchement avec l'intervention d'un interlocuteur. Cette thèse contribue à une compréhension approfondie de ces trois phénomènes et démontre que l'organisation de la parole simultanée est étroitement liée à la gestion de trajectoires d'action complexes et de cadres participatifs dynamiques.