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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.
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.
This study builds on a large body of work on the use of linguistic forms for requests in social interaction. Using Conversation Analysis / Interactional Linguistics, this study explores the use of two recurrent linguistic formats for requesting in spoken German – simple interrogatives ('do you do ..?') and kannst du VP? ('can you do..?') interrogatives. Based on a corpus of video-recorded, naturally occurring data of mundane data, this study demonstrates one of the interactional factors that is relevant for the choice between alternative interrogative request formats in spoken German – recipient's embodied availability before and during the request initiation. It is shown that simple interrogatives are used to request an action from a recipient who is either available or involved in their own project, which, however, does not have to be suspended or interrupted for the compliance with the request. In contrast, kannst du VP? interrogatives occur in environments in which the recipient is already engaged in a project that must be suspended in order to grant the request.
In German oral discourse, previous research has shown that okay can be used both as a response token (e.g., for agreeing with the previous turn or for claiming a certain degree of understanding) and as a discourse marker (e.g., for closing conversational topics or sequences and/or indicating transitions). This contribution focuses on the use of okay as a response token and how it is connected with the speakers’ interactional state of knowledge (their understanding, their assumptions etc.). The analysis is based on video recorded everyday conversations in German and a sequential, micro-analytic approach (multimodal conversation analysis). The main function of conversational okay in the selected data set is related to indicating the acceptance of prior information. By okay, speakers however claim acceptance of a piece of information that they can’t verify or check. The analysis contrasts different sequences containing okay only with sequences in which change-of-state tokens such as ah and achso co-occur with okay. This illustrates that okay itself does not index prior information as new, and that it is not used for agreeing with or for confirming prior information. Instead it enables the speaker to adopt a kind of neutral, “non-agreeing” position towards a given piece of information.
Comparaison de deux marqueurs d’affirmation dans des séquences de co-construction: voilà et genau
(2016)
This contribution investigates the German response particle genau and the French response particle voilà within collaborative turn sequences in videotaped ordinary conversations. Adopting a conversation analytic approach to cross-linguistic comparison, I will show that the basic epistemic value of both particles allows them to be used in similar sequential environments. When a co-participant formulates a candidate conclusion in environments where it can be easily inferred from previous talk, first speakers may confirm the adequacy of the pre-emptive completion by voilà or genau. These particles may then also be followed by self- or other-repeats. The analyses aim to illustrate that participants rely on a variety of practices in order to positively assess a pre-emptive completion, and to refute a supposed binary opposition of refusal vs. acceptance in the receipt slot.
Cet article se fonde sur une collection de répétitions suite à un chevauchement, tirée de données vidéo en allemand et en français. La description systématique de cet outil de reprise de tour articule une comparaison entre cas clairs et cas déviants de ce phénomène. Il est démontré que le recyclage est aussi bien une ressource du locuteur suivant que du locuteur en cours.
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.