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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.
In diesem Beitrag werden Komposita mit den relationalen Zweitgliedern Gatte und Gattin aus genderlinguistischer Perspektive untersucht, basierend auf manuell annotiertem zeitungssprachlichen Korpusmaterial. Frauen werden im analysierten Korpus ca. 12-mal häufiger in ihrer ehelichen Rolle versprachlicht als Männer. Statistische Analysen zeigen, dass sie dabei systematisch in ein possessives Verhältnis zum Ehemann gesetzt werden (Arztgattin = Gattin eines Arztes), während Ehemänner in den untersuchten Komposita tendenziell doppelt individualisiert werden (Arztgatte = Gatte, der Arzt ist). Neben den Zweitgliedern geben auch die Genera der beiden Konstituenten Aufschluss über die kodierte Bedeutungsrelation: Genusgleichheit (Kanzlergatte) führt zu einer qualifizierenden, Genusdivergenz (Kanzleringatte) zu einer possessiven Lesart. Die Analyse belegt außerdem die Existenz movierter Kompositumserstglieder – diese sind sogar die häufigste Form zur Benennung weiblicher Personen im Erstglied. Trotzdem herrscht bei der Bezugnahme auf Frauen eine größere Formenvarianz als bei Männern, welche fast ausschließlich mit maskulinen Erstgliedern versprachlicht werden. Damit zeigt die Studie, wie genderlinguistische Perspektiven auch im Bereich der Wortbildung einen neuen Analysezugang bilden.
Der Beitrag setzt sich mit dem Problem der Ermahnung und ihrer Realisierungsmittel auseinander. Die Analyse verortet sich im Bereich der Pragmalinguistik. Es wird der Versuch unternommen, das spektrum an Ausdrucksmitteln festzustellen, das Sprecher in der Regel zum Ausdruck von Ermahnungen verwenden. Es handelt sich dabei um spezifische Mittel, durch die der sprecher seine Einstellung zum Adressaten zeigt, seine Position und Ermächtigung unterstreicht.
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.
Poetic diction routinely involves two complementary classes of features: (i) parallelisms, i.e. repetitive patterns (rhyme, metre, alliteration, etc.) that enhance the predictability of upcoming words, and (ii) poetic deviations that challenge standard expectations/predictions regarding regular word form and order. The present study investigated how these two prediction-modulating fundamentals of poetic diction affect the cognitive processing and aesthetic evaluation of poems, humoristic couplets and proverbs. We developed quantitative measures of these two groups of text features. Across the three text genres, higher deviation scores reduced both comprehensibility and aesthetic liking whereas higher parallelism scores enhanced these. The positive effects of parallelism are significantly stronger than the concurrent negative effects of the features of deviation. These results are in accord with the hypothesis that art reception involves an interplay of prediction errors and prediction error minimization, with the latter paving the way for processing fluency and aesthetic liking.
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.
This contribution explores the relationship between the English CEFR (Common European Framework of Reference for Languages) vocabulary levels and user interest in English Wiktionary entries. User interest was operationalized through the number of views of these entries in Wikimedia server logs covering a period of four years (2019–2022). Our findings reveal a significant relationship between CEFR levels and user interest: entries classified at lower CEFR levels tend to attract more views, which suggests a greater user interest in more basic vocabulary. A multiple regression model controlling for other known or potential factors affecting interest: corpus frequency, polysemy, word prevalence, and age of acquisition confirmed that lower CEFR levels attract significantly more views even after taking into account the other predictors. These findings highlight the importance of CEFR levels in predicting which words users are likely to look up, with implications for lexicography and the development of language learning materials.
Dieser Werkstattbericht zeigt anhand verschiedener korpusbasierter Ressourcen, wie Fragen zu sprachlichen Phänomenen, die für Sprachlernende nicht oder nur unzureichend dokumentiert sind, empirisch beantwortet werden können. Besonderes Augenmerk wird dabei auf OWIDplusLIVE gelegt. Hierbei handelt es sich um ein Werkzeug zur tagesaktuellen Analyse von Token (einzelne Wortformen/Lemmata) und Bi-/Trigrammen (zwei bzw. drei direkt aufeinander folgende Token). Über eine Anbindung an KorAP können zudem Belege aus dem DeReKo (Deutsches Referenzkorpus) abgerufen und analysiert werden.
Ways out of the dictionary: hyperlinks to other sources in German and African online dictionaries
(2023)
This study examines a number of German and African online dictionaries to see how they make use of the possibility of linking to external sources (e.g. other dictionaries, encyclopaedias, or even corpus data). The article investigates which hyperlinks occur at which places in the word articles and how these are presented to the dictionary users. This is done against the background of metalexicographic considerations on the planning of outer features and the mediostructure in online dictionaries as well as different categorizations of hyperlinks in online reference works. The results show that retro-digitized dictionaries make virtually no use of hyperlinks to external sources. Genuine online dictionaries, on the other hand, do, but often in a form that needs improvement, since, for example, explanations of dictionary-external links are not always found in the user guide and their design is different even within a dictionary.
From June 26th to July 2nd 2023 the International Conference on Conversation Analysis (ICCA) took place in Brisbane/Meanjin, Australia – after a long pause due to the Covid-pandemic and for the first time in the southern hemisphere. About 350 participants from about 50 different countries attended the conference. This year’s ICCA came up with 36 panels and about 300 papers that were presented. Four plenary speakers have been invited and 24 pre-conference workshops took place. On Wednesday evening Ilana Mushin, in her role as conference chair, officially opened ICCA. The President of the International Society of Conversation Analysis (ISCA), Tanya Stivers, also welcomed all participants. To get acquainted with the indigenous culture of Queensland, the opening ceremony was enriched with a highly impressive dance performance by First Nations people. After the official inauguration the international community met at the Welcome Reception to look forward together to the days ahead with many opportunities for exchange and networking.
As it will become clear throughout this report, the research topics revolved around not only classic CA concepts, but also importantly concerned embodiment, which continued the line of past conferences (Dix 2019). Another aspect that has been highlighted was conflict and social norms. Due to personal capacities, we can only present a selection of presentations within the scope of this conference report. The selection was influenced by the personal interest of the authors and should not be understood as rating in any sense.
In many countries of the world, perspectives on gender equality and racism have changed in recent decades. One result has been more attention being devoted to traces of androcentric and racist language in society. This also affects dictionaries. In lexicography there are discussions about whether or to what extent social asymmetries are inscribed in dictionaries and if this is still acceptable. The issue of the nature of description plays an important role in this discussion. If sexist usages are often found in language use, i.e. in the corpus data on which the dictionary is based, does the dictionary also have to show them? How is this, in turn, compatible with the normative power of dictionaries? Do dictionaries contribute to the perpetuation of gender stereotypes by showcasing them under the banner of descriptive principles? And what roles do lexicographers play in this process? The article deals with these questions on the basis of individual lexicographical examples and current discussions in the lexicographic and public community.
Introducing Interactive Grammar: How to Develop Language Competence with Research-based Learning
(2023)
We present the implementation of an interactive e-learning platform for both classroom study and self-study, that helps developing German language competence – vocabulary, spelling, and grammar – on various levels and for everyday life applications. The LernGrammis portal addresses school and highschool students, (prospective) teachers, and L2 learners of German equally, each with appropriate educational content and interactive components. It thus offers the digital networking infrastructure for education a unique, freely available and scientifically based learning resource. Applying the innovative concept of „Research-based Learning (RBL)“, LernGrammis provides teachers with ideas for lesson planning, and learners with dedicated modules to develop new skills through exploring authentic language resources and by this means answering customised low-threshold research questions. Using proven practical examples, we demonstrate the approach, its strengths and possibilities, as well as initial user feedback evaluation results.
This study investigates other-initiated repair and its embodied dimension in casual English as lingua franca (ELF) conversations, thereby contributing to the further understanding of multimodal repair practices in social interaction. Using multimodal conversation analysis, we focus on two types of restricted other-initiation of repair (OIR): partial repeats preceded or followed by the question word what (i.e., what X?/X what?) and copular interrogative clauses (i.e., what is X). Partial repeats with what produced with rising final intonation are consistently accompanied by a head poke and treated as relating to troubles in hearing, with the repair usually consisting of a repeat. In contrast to these partial repeats, copular interrogative clauses are produced with downward final intonation and accompanied by face-related embodied conduct. The what is X OIRs primarily target code-switched lexical items, the understanding of which is critical for maintaining the repair initiator’s involvement in the ongoing sequence. This study also contributes some general reflections on the possible complexity of OIR and repair practices from a multimodal perspective.
Pseudo-coordinated sitzen and stehen in spoken German: a case of emergent progressive aspect?
(2023)
This paper investigates the aspectual potential of posture verb pseudocoordination in spoken German. In a corpus study of sitzen ‘sit’ and stehen ‘stand’, it is shown that despite a preference for activity verbs, verbs of all aspectual classes occur in the second conjunct. The posture verb imposes its durative meaning component on the second verb, thus making a progressive interpretation of the construction possible. Apart from this emergent aspectual function, German posture verb pseudocoordination has a subjective function (conveying the speaker’s beliefs about the subject referent’s stance), and a discourse pragmatic function (information packaging).
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.
The NottDeuYTSch corpus is a freely available collection of YouTube comments written under German-speaking videos by young people between 2008 and 2018. The article uses the NottDeuYTSch corpus to investigate how YouTube comments can be used to produce learning materials and how corpora of Digitally-Mediated Communication can benefit intermediate learners of German. The article details the effects of authentic communication within YouTube comments on teenage learners, examining how they can influence the psycholinguistic factors of motivation, foreign language anxiety, and willingness to communicate. The article also discusses the benefits and limitations of using authentic corpus material for the development of teaching material.