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The article deals with communicative failures of journalists in “YouTube” celebrity video interviews in the Ukrainian and German linguacultures from the point of view of social interaction and the theory of speech genres at all structural levels of the communicative genre construction, establishing common and distinctive features in both linguacultures. The analysis made it possible to conclude that behind a language (speech) failure there is a violation caused by a journalist, a respondent, or an external noise.
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.
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.
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.
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.
This article investigates mundane photo taking practices with personal mobile devices in the co-presence of others, as well as “divergent” self-initiated smartphone use, thereby exploring the impact of everyday technologies on social interaction. Utilizing multimodal conversation analysis, we examined sequences in which young adults take pictures of food and drinks in restaurants and cafés. Although everyday interactions are abundant in opportunities for accomplishing food photography as a side activity, our data show that taking pictures is also often prioritized over other activities. Through a detailed sequential analysis of video recordings and dynamic screen captures of mobile devices, we illustrate how photographers orient to the momentary opportunities for and relevance of photo taking, that is, how they systematically organize their photographing with respect to the ongoing social encounter and the (projected) changes in the material environment. We investigate how the participants multimodally negotiate the “mainness” and “sideness” (Mondada, 2014) of situated food photography and describe some particular features of participants’ conduct in moments of mundane multiactivity.
Hintergrund: Die digitale Transformation prägt gesellschaftliche Systeme weltweit. Digital Health umfasst verschiedene Bereiche, wie z. B. die Verfügbarkeit und Auswertung von Daten, die Möglichkeit der Vernetzung innerhalb der eigenen Berufs- oder Betroffenengruppe und die Art, wie Patient*innen, Angehörige und Behandler*innen miteinander kommunizieren.
Ziel der Arbeit: Digital Health wird mit ihren Auswirkungen auf die Beziehung und die Kommunikation zwischen Patient*innen, Angehörigen und Behandler*innen beleuchtet. Veränderungen, die bereits erkennbar sind, werden beschrieben und Perspektiven aufgezeigt.
Methoden: Das Thema wird aus sozialphilosophischer, sprachwissenschaftlicher und ärztlicher Perspektive in folgenden Bereichen exploriert: digitale vs. analoge Kommunikation, Narration vs. Datensammeln, Internet und soziale Medien als Informationsquelle, Raum für Identitätsbildung und Veränderung der Interaktion von Patient*innen, Angehörigen und Behandler*innen.
Ergebnisse: Die Erweiterung der Interaktion zwischen Patient*innen und Ärzt*innen auf digitale und Präsenzformate sowie die asynchrone und synchrone Kommunikation erhöhen die Komplexität, aber auch die Flexibilität. Die Fokussierung auf „objektive“ Daten kann den Blick auf die Person mit ihrer individuellen Biografie beeinträchtigen, während digitale Räume die Möglichkeiten zur Identitätsbildung aufseiten der Patient*innen und für die Interaktion deutlich erweitern.
Diskussion: Bereits jetzt zeigen sich Vorteile der Digitalisierung (z. B. besseres Selbstmanagement) und Nachteile (Fokussierung auf Daten statt auf die Person). Für den kinder- und jugendärztlichen Bereich bestehen die Notwendigkeiten, professionelle kommunikative Kompetenzen und professionelle Gesundheitskompetenz zu erweitern sowie die Organisation seiner Versorgungseinrichtungen weiterzuentwickeln.
Widerstand als psychoanalytisches Konzept beschreibt die Ambivalenz von Psychotherapiepatient*innen gegenüber dem therapeutischen Veränderungsprozess. Während der*die Patient*in sich mit dem Wunsch, bestimmte Veränderungen zu erzielen, auf die Therapie einlässt, stellen sich diesem Wunsch unbewusste Kräfte entgegen, die versuchen, den Status quo aufrechtzuerhalten. Hintergrund ist die Annahme, dass Widerstand eine Schutzfunktion darstellt, um schmerzhafte Affekte abzuwehren, die integraler Bestandteil eines psychotherapeutischen Prozesses sind. Therapeut*innen sehen sich vor der Aufgabe, Widerstandsphänomene als solche zu erkennen, deren Funktion zu verstehen und einen gemeinsamen Verstehensprozess mit dem*der Patient*in zu ermöglichen. Eine gesprächsanalytische Untersuchung von Widerstand und dessen kommunikativer Bearbeitung bietet eine wertvolle Ergänzung zur psychotherapeutischen Betrachtungsweise. Ein bislang in der Literatur wenig beachtetes Widerstandsphänomen ist Verbosität, womit gemeinhin ausufernde, unfokussierte Erzählungen gemeint sind. Aufbauend auf der bisher einzigen gesprächsanalytischen Untersuchung zu Verbosität als Widerstandsphänomen von Fenner, Spranz-Fogasy und Montan (2022) ist das Ziel der vorliegenden Arbeit, herauszuarbeiten, wie Widerstandsmanagement bei Verbosität verwendet wird. Dafür werden zwei Fallbeispiele gesprächsanalytisch untersucht. Diese stammen aus einem Korpus 34 videographierter ambulanter psychodynamischer Therapiesitzungen. Anhand des ersten Fallbeispiels wird deutlich, dass Verbosität als Widerstandsphänomen nicht nur patient*innenseitig geäußert wird, sondern gemeinsam mit dem*der Therapeut*in interaktiv hergestellt und forciert werden kann. Das zweite Beispiel zeigt, wie Widerstandsmanagement zu einer Auflösung des Widerstands führen kann. Die Analysen verdeutlichen zum einen auch, dass der psychoanalytische Widerstandsbegriff aus gesprächsanalytischer Sicht kritisch zu betrachten ist und zum anderen, dass beide Disziplinen nicht unbedingt zu den gleichen Ergebnissen kommen.
In workplace settings, skilled participants cooperate on the basis of shared routines in smooth and often implicit ways. Our study shows how interactional histories provide the basis for routine coordination. We draw on theater rehearsals as a perspicuous setting for tracking interactional histories. In theater rehearsals, the process of building performing routines is in focus. Our study builds on collections of consecutive performances of the same instructional task coming from a corpus of video-recordings of 30 h of theater rehearsals of professional actors in German. Over time, instructions and their implementations are routinely coordinated by virtue of accumulated shared interactional experience: Instructions become shorter, the timing of responses becomes increasingly compacted and long negotiations are reduced to a two-part sequence of instruction and implementation. Overall, a routine of how to perform the scene emerges. Over interactional histories, patterns of projection of next actions emanating from instructions become reliable and can be used by respondents as sources for anticipating and performing relevant next actions. The study contributes to our understanding of how shared knowledge and routines accumulate over shared interactional experiences in publicly performed and reciprocally perceived ways and how this impinges on the efficiency of joint action.
Theater rehearsals are (usually) confronted with the problem of having to transform a written text into an audio-visual, situated and temporal performance. Our contribution focuses on the emergence and stabilization of a gestural form as a solution for embodying a certain aesthetic concept which is derived from the script. This process involves instructions and negotiations, making the process of stabilization publicly and thus intersubjectively accessible. As scenes are repeatedly rehearsed, rehearsals are perspicuous settings for tracking interactional histories. Based on videotaped professional theatre interactions in Germany, we focus on consecutive instances of rehearsing the same scene and trace the interactional history of a particular gesture. This gesture is used by the director to instruct the actors to play a particular aspect of a scene adopting a certain aesthetic concept. Stabilization requires the emergence of shared knowledge. We will show the practices by which shared knowledge is established over time during the rehearsal process and, in turn, how the accumulation of knowledge contributes to a change in the interactional practices themselves. Specifically, we show how a gesture emerges in the process of developing and embodying an aesthetic concept, and how this gesture eventually becomes a sign that refers to and evokes accumulated knowledge. At the same time, we show how this accumulated knowledge changes the instructional activities in the rehearsal process. Our study contributes to the overall understanding of knowledge accumulation in interaction in general and in theater rehearsals in particular. At the same time, it is devoted to the central importance of gestures in theater, which are both a means and a product of theatrical staging.
Using multimodal conversation analysis, we investigate how novices learning the “inner body” acting technique in the context of a community theater project share their experiences of the bodily exercises through verbal and embodied conduct. We focus on how verbal description and bodily enactment of the experience mutually elaborate each other, and how the experienced sensorimotor and affective qualities are made to be witnessed and recognized by the others. Participants describe their experiences without naming qualities. Instead, a display of the experienced qualities is made accessible to others through coordinating the unfolding talk and bodily conduct. In particular, we show how grammatical and action projection is fulfilled by interconnected verbal and embodied conduct, with body movement and posture giving off ineffable experiential qualities. The moving body appears both as a source of the experience and as a resource for depicting perceived qualities to others; additional resources (non-specific person reference and gaze aversion) contribute to organizing the subjective and intersubjective layers of the reflection of the experiences. The study contributes to and extends recent research on sensoriality in interaction by focusing on phenomena of proprioception and interoception. The data are two cases drawn from 60 h of video-recordings made in the context of a devised community theater project. The data are in Finnish with English translations.
In workplace settings, skilled participants cooperate on the basis of shared routines in smooth and often implicit ways. Our study shows how interactional histories provide the basis for routine coordination. We draw on theater rehearsals as a perspicuous setting for tracking interactional histories. In theater rehearsals, the process of building performing routines is in focus. Our study builds on collections of consecutive performances of the same instructional task coming from a corpus of video-recordings of 30 h of theater rehearsals of professional actors in German. Over time, instructions and their implementations are routinely coordinated by virtue of accumulated shared interactional experience: Instructions become shorter, the timing of responses becomes increasingly compacted and long negotiations are reduced to a two-part sequence of instruction and implementation. Overall, a routine of how to perform the scene emerges. Over interactional histories, patterns of projection of next actions emanating from instructions become reliable and can be used by respondents as sources for anticipating and performing relevant next actions. The study contributes to our understanding of how shared knowledge and routines accumulate over shared interactional experiences in publicly performed and reciprocally perceived ways and how this impinges on the efficiency of joint action.
Rules of behavior are fundamental to human sociality. Whether on the road, at the dinner table, or during a game, people monitor one another’s behavior for conformity to rules and may take action to rectify violations. In this study, we examine two ways in which rules are enforced during games: instructions and reminders. Building on prior research, we identify instructions as actions produced to rectify violations based on another’s lack of knowledge of the relevant rule; knowledge that the instruction is designed to impart. In contrast to this, the actions we refer to as reminders are designed to enforce rules presupposing the transgressor’s competence and treating the violation as the result of forgetfulness or oversight. We show that instructing and reminding actions differ in turn design, sequential development, the epistemic stances taken by transgressors and enforcers, and in how the action affects the progressivity of the interaction. Data are in German and Italian from the Parallel European Corpus of Informal Interaction (PECII).
Die Vernetzung von Computern bewirkt die Entstehung eines Netzes aus Texten und, als Folge davon, sozialen Netzen von Nutzern dieser Texte als Schreibern und Lesern. Netzwerke sprachlicher Objekte gab und gibt es zwar auch ohne Digitalisierung und Vernetzung, jedoch weniger umfangreich und wesentlich schwerer, möglicherweise gar nicht in großer Menge analysierbar. Der vorliegende Beitrag befasst sich mit den verschiedenen Typen sprachlicher Netzwerke: Textgeweben, Interaktionsnetzwerken und sozialen Netzwerken. Es werden zentrale Begrifflichkeiten der Netzwerkanalyse erläutert und anhand von Beispielen gezeigt, wie sprachliche Kommunikation auf der Grundlage der Methoden der Netzwerkanalyse aus einer anderen, neuen Perspektive betrachtet werden kann.
In this Paper, we describe a schema and models which have been developed for the representation of corpora of computer-mediated communicatin (CMC corpora) using the representation framework provided by the Text Encoding Initiative (TEI). We characterise CMC discourse as dialogic, sequentially organised interchange between humans and point out that many features of CMC are not adequately handled by current corpus encoding schemas and tools. We formulate desiderata for a representation of CMC in encoding schemes and argue why the TEI is a suitable framework for the encoding of CMC corpora. We propose a model of basic CMC units (utterances, posts, and nonverbal activities) and the macro- and micro-level structures of interactions in CMC environments. Based on these models, we introduce CMC-core, a TEI customisation for the encoding of CMC corpora, which defines CMC-specific encoding features on the four levels of elements, model classes, attribute classes, and modules of the TEI infrastructure. The description of our customisation is illustrated by encoding examples from corpora by researchers of the TEI SIG CMC, representing a variety of CMC genres, i.e. chat, wiki talk, twitter, blog, and Second Life interactions. The material described, i.e. schemata, encoding examples, and documentation, is available from the of the TEI CMC SIG Wiki and will accompany a feature request to the TEI council in late 2019.
In theater as a bodily-spatial art form, much emphasis is placed on the way actors perform movements in space as an important multimodal resource for creating meaning. In theater rehearsals, movements are created in series of directors' instructions and actors' implementations. Directors' instructions on how to conduct a movement often draw on embodied demonstrations in contrast to verbal descriptions. For instance, to instruct an actress to act like a school girl a director can use depictive (he demonstrates the expected behavior) instead of descriptive (“can you act like a school girl”) means. Drawing on a corpus of 400 h video recordings of rehearsal interactions in three German professional theater productions, from which we selected 265 cases, we examine ways to instruct movement-based actions in theater rehearsals. Using a multimodally extended ethnomethodological-conversation analytical approach, we focus on the multimodal details that constitute demonstrations as complex action types. For the present article, we have chosen nine instances, through which we aim to illuminate (1) The difference in using embodied demonstrations versus verbal descriptions to instruct; (2) typical ways directors combine verbal descriptions with embodied demonstrations in their instructions. First, we ask what constitutes a demonstration and what it achieves in comparison to verbal descriptions. Using a typical case, we illustrate four characteristics of demonstrations that all of the cases we studied share. Demonstrations (1) are embedded in instructional activities; (2) show and do not tell; (3) are responded to by emulating what was shown; (4) are rhetorically shaped to convey the instruction's focus. However, none of the 265 demonstrations we investigated were produced without verbal descriptions. In a second step we therefore ask in which typical ways verbal descriptions accompany embodied demonstrations when directors instruct actors how to play a scene. We distinguish four basic types. Verbal descriptions can be used (1) to build the demonstration itself; (2) to delineate a demonstration verbally within an instruction; (3) to indicate positive (what should be done) and negative (what should be avoided) versions of demonstrations; (4) as an independent means to describe the instruction's focus in addition to the demonstration. Our study contributes to research on how embodied resources are used to create meaning and how they combine with and depend on verbal resources.
Sometimes in interaction, a speaker articulates an overt interpretation of prior talk. Such moments have been studied as involving the repair of a problem with the other’s talk or as formulating an understanding of the matter at hand. Stepping back from the established notions of formulations and repair, we examine the variety of actions speakers do with the practice of offering an interpretation, and the order within this domain. Results show half a dozen usage types of interpretations in mundane interaction. These form a largely continuous territory of action, with recognizably distinct usage types as well as cases falling between these (proto)typical uses. We locate order in the domain of interpretations using the method of semantic maps and show that, contrary to earlier assumptions in the literature, interpretations that formulate an understanding of the matter at hand are actually quite pervasive in ordinary talk. These findings contribute to research on action formation and advance our understanding of understanding in interaction. Data are video- and audio-recordings of mundane social interaction in the German language from a variety of settings.
In this article we examine moments in which parents or other caregivers overtly invoke rules during episodes in which they take issue with, intervene against, and try to change a child’s ongoing behavior or action(s). Drawing on interactional data from four different languages (English, Finnish, German, Polish) and using Conversation Analytic methods, we first illustrate the variety of ways in which parents may use such overt rule invocations as part of their behavior modification attempts, showing them to be functionally versatile interactional objects. Their interactional flexibility notwithstanding, we find that parents typically invoke rules when, in the course of the intervention episode, they encounter trouble with achieving an acceptable compliant outcome. To get at the distinct import of rule formulations in this context, we then compare them to two sequential alternatives: parental expressions of an experienced negative affective state, and parental threats. While the former emphasize aspects of social solidarity, the latter seek to enforce compliance by foregrounding a power asymmetry between the parent and the child. Rule formulations, by contrast, are designedly impersonal and appear to be directed at what the parents construe as shortcomings in common-sense practical reasoning on the child’s part. Reflexively, the child is thereby cast as not having properly applied common-sense ‘practical reason’ when engaging in what is treated as the problematic behavior or action. Overt rule invocations can, therefore, be understood as indexical appeals to practical reason.