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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.
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).
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.
Social media, as the fifth estate, increasingly influence public discourses and play a major role in shaping public opinion. Undoubtedly, they have the potential to promote participation and democracy. On the other side, they also constitute a risk for democratic societies, as the spread of hate speech and fake news has shown. As a response, forms of counterspeech organised by civil society have emerged in social media to counter the normalisation of hate speech and democracy-threatening discourses. In order to influence discourse in social media in terms of the fifth estate, counterspeech campaigns must be visible also quantitatively. In this ethnographic contrastive study, I analysed the activities of the German and Finnish Facebook groups of the network #iamhere international. The intensity and continuity of their activities is obviously influenced by their strategic organisation: conventionalised rules support them whereas lacking or inconsequent rules seemed to be counterproductive.
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.
The CLARIN infrastructure as an interoperable language technology platform for SSH and beyond
(2023)
CLARIN is a European Research Infrastructure Consortium developing and providing a federated and interoperable platform to support scientists in the field of the Social Sciences and Humanities in carrying-out language-related research. This contribution provides an overview of the entire infrastructure with a particular focus on tool interoperability, ease of access to research data, tools and services, the importance of sharing knowledge within and across (national) communities, and community building. By taking into account FAIR principles from the very beginning, CLARIN succeeded in becoming a successful example of a research infrastructure that is actively used by its members. The benefits CLARIN members reap from their infrastructure secure a future for their common good that is both sustainable and attractive to partners beyond the original target groups.
Der Anlass dieser Untersuchung war zunächst anekdotische Evidenz: Eines der Kinder der Autor*innen macht 2022 Abitur und las in ihrer gesamten gymnasialen Laufbahn genau eine ›Ganzschrift‹ einer Autorin: Die Judenbuche von Annette von Droste-Hülshoff. Zweifellos ein lesenswerter Text, aber konnte es wirklich sein, dass man in Deutschland 2022 Abitur macht, sogar Deutsch-Leistungskurs gewählt hat und sonst kein Buch einer Autorin im Deutschunterricht liest? Auch in den Pflichtlektüren für das Deutschabitur ist im entsprechenden Bundesland bei den empfohlenen Texten kein Roman und kein Drama einer Verfasserin verzeichnet. Neugierig geworden, recherchierten wir nach einer Liste, welche Literatur für den Deutschunterricht an Gymnasien in Baden-Württemberg (wo die Anekdote sich ereignete) insgesamt empfohlen wurde, und fanden auf den Seiten des Kultusministeriums eine umfangreiche Liste, auf der 298 Werke verzeichnet sind. Eine Auswertung nach dem Geschlecht der Verfasser*innen ergab, dass von den Einträgen auf dieser Liste 31 Titel bzw. Autor*innen (von) Frauen sind, d.h. rund 10 %.
In English, past tense stative clauses embedded under a past-marked attitude verb, like Eric thought that Kalina was sick, can receive two interpretations, differing on when the state of the complement is understood to hold, i.e. Kalina’s sickness precedes the time of Eric’s thinking (backward-shifted reading), or Kalina is sick at the time of Eric’s thinking (simultaneous reading). As is well known, the availability of the simultaneous reading—also called Sequence of tense (SOT)—is subject to cross-linguistic variation. Non-SOT languages only allow for the backward-shifted interpretation. This cross-linguistic variation has been analysed in two main ways in the literature: a structural approach, connecting the availability of the simultaneous reading in a language to a syntactic mechanism that allows the embedded past not to be interpreted; and an implicature approach, which links the absence of such a reading to the presence of a “cessation” implicature associated with past tense. We report a series of experiments on Polish, which is commonly classified as a non-SOT language. First, we investigate the interpretation of complement clauses embedded under past-marked attitude verbs in Polish and English. This investigation revealed a difference between these two languages in the availability of simultaneous interpretations for past-under-past complement clauses, albeit not as large as a binary distinction between SOT and non-SOT languages would lead us to expect. We then address the question of whether the lower acceptability we observe for simultaneous readings in Polish might be due to an embedded cessation implicature. On the way to address this question, we show that in simple matrix clauses, Polish gives rise to the same cessation inference as English. Then we investigate Polish past-under-past sentences in positive and negative contexts, comparing their potential cessation implicature to the exclusive implicature of disjunction. In our results, we found that the latter was endorsed more often in positive than in negative contexts, as expected, while the cessation implicature was endorsed overall very little, with no difference across contexts. The disanalogy between the disjunction and the temporal cases, and the insensitivity of the latter to monotonicity, are a challenge for the implicature approach, and cast doubts on associating SOT phenomena with implicatures.