This article builds on a range of work analysing interactive properties of text-based technologically mediated communication which has revealed its deeply interactive properties. Based on a corpus of 1250 SMS text messages, it examines in detail the sequential organization revealed in extended series of text exchanges. Adopting methods and findings from conversation analysis, the study looks at the internal construction of texts as interactive artefacts, focusing on the production of both single-unit and multi-unit messages, and analyses how participants construct exchanges (...) that show both similarities and differences with sequential organization in verbal conversation. (shrink)

Mental spacesare conceptual structures for meaning representation and interpretation in discourse. They are pervasive in everyday language as an important aspect of ongoing language processing and meaning construction (Hamawand 2016). The application ofMental Space Theory(MST) to the analysis of real, attested examples of discourse (e.g. Conversation Analysis) has been undertaken through productive exchanges (seeHougaard 2004,2005,Oakley & Hougaard 2008,Oakley 2009). The integration links external, observable language behaviors to internal, conceptual mental operations (Williams 2008), revealing that the cognitive dimensions of discursive approaches (...) are essential to the analysis of talk-in-interaction. This study focuses on the technical aspects of Conversation Analysis in interactive academic talk and shows how MST can provide a subsequent framework for making plausible accounts of the meaning construction process underlying typical conversational moves in this unique talk setting. The data analyses show that the accessibility and selectivity of cognitive mappings contribute to shaping the structurality of meaning representation, transmission, and interpretation. The findings have implications for understanding and characterizing how co-constructed meaning enters into individual and collective conceptualization in higher education communication. (shrink)

This work adds to the growing literature on children’s talk and the extensive research on interruptions by combining the two. I investigate children in the institutional context of family therapy and their interactions with the parents and therapist. Drawing upon 22 hours of natural family therapy data and four families, I use a discursive approach. I note that children are not attended to when they try to interrupt unless they persist and then the acknowledgement is negative. I show that when (...) the main topic is about extremes of behaviour the child’s none relevant interruption is ignored. There are occasions however when the child interrupts with a topic relevant issue and these are usually attended to. This research has wider implications for therapeutic practice and children’s role in therapy. There is a need for further study of children’s interruptive discourse practice as research in this area is limited. (shrink)

In theatre rehearsals, actors can occasionally be seen getting stuck in the play text, which is called blanking. To overcome such textual difficulties and continue with the given text, a prompter can verbalize the line in question, thus contributing to an actor’s word search by prompting. The paper focuses on interactional practices by which prompters and actors interactionally resolve blanking situations. This study’s data comprises a case collection of 67 prompting situations, which are taken from a 200-h video corpus of (...) a rehearsal process at a professional theatre. These cases demonstrate how theatre professionals organize prompting situations and how they negotiate/sanction prompting actions such as when there was no blanking but a dramatic pause or when the dramatic performance is interrupted due to a missing prompt. In addition to the audiovisual recordings, eye tracking data of the person prompting is also used to describe the coordination of the visual resources in the context of multimodal interaction analysis. The analysis suggests that prompting and blanking persons interactively resolve blankings with the help of verbal and visual markers. (shrink)

This paper responds to Maria Wowk’s (Human Studies, 30, 131–155, 2007) critique of “Kitzinger’s feminist conversation analysis”, corrects her misrepresentation of it, and rebuts her claim to have cast doubt on whether it is “genuinely identifiable” as conversation analysis (CA). More broadly, it uses Wowk’s critique as a springboard for continuing the development of feminist conversation analysis through: (i) discussion of appropriate methods of data collection and analysis; (ii) clarification of CA’s turn-taking model and an illustrative deployment of it in (...) the analysis of a single case and of a collection (of if/then compound TCUs); (iii) exposition of a feminist CA understanding of “participants’ orientations”, and of the relevance of the distinction between participants’ and analysts’ orientations for feminist work. Finally, I suggest that feminist work in CA makes important contributions to the development of CA as a discipline. (shrink)

The transitions between turns at talk in conversation tend to occur quickly, with only a slight gap of approximately 100 to 300 ms between them. This estimate of central tendency, however, hides a wealth of complex variation, as a number of factors, such as the type of turns involved, have been shown to influence the timing of turn transitions. This article considers one specific type of turn that does not conform to the statistical trend, namely turns that deal with troubles (...) of speaking, hearing, and understanding, known as other-initiations of repair. The results of a quantitative analysis of 169 other-initiations of repair in face-to-face conversation reveal that the most frequent cases occur after gaps of approximately 700 ms. Furthermore, other-initiations of repair that locate a source of trouble in a prior turn specifically tend to occur after shorter gaps than those that do not, and those that correct errors in a prior turn, while rare, tend to occur without delay. An analysis of the transitions before other-initiations of repair, using methods of conversation analysis, suggests that speakers use the extra time (i) to search for a late recognition of the problematic turn, (ii) to provide an opportunity for the speaker of the problematic turn to resolve the trouble independently, (iii) and to produce visual signals, such as facial gestures. In light of these results, it is argued that other-initiations of repair take priority over other turns at talk in conversation and therefore are not subject to the same rules and constraints that motivate fast turn transitions in general. (shrink)

This article explores the nature of argumentative interaction in the hybrid political interview: a broadcast news genre whose discourse positions the journalist not just as investigator but as socio-political advocate. Such interviews offer explicit challenges to the traditionally conceived ‘neutral’ role of the broadcast news journalist. Interviewer ‘non-neutrality’ is examined in contexts where the speech exchange system shifts into the unmitigated and aggravated opposition characteristic of argument. Drawing on a sample of interviews involving different hosts, I analyse the structural features (...) of both interviewer and interviewee turns that occur in these environments. I do this in relation both to sequential matters — that is, the types of turns taken and their relations with other turns in their immediate environment — and to matters of the substantive content of utterances — that is, what speakers are saying and/or the way they are saying it. (shrink)

This paper presents a single case-study of a longitudinal shared reading programme that took place in Dutch kindergartens with first language speakers of 4 to 6 years old. As will be shown, children participate both in a traditional instructional structure and in a participation framework characterised by a more or less free discussion. These structures establish an optimal learning environment both together and in relationship to each other. Our case study demonstrates how the teacher and the pupils participate in these (...) successive frameworks and how this supports the construction of conceptual knowledge. It will be shown that participation during shared reading of picture books at kindergarten is directly linked to interactional learning opportunities. (shrink)

There have been relatively few studies on sign language interaction carried out within the framework of conversation analysis (CA). Therefore, questions remain open about how the basic building blocks of social interaction such as turn, turn construction unit (TCU) and turn transition relevance place (TRP) can be understood and analysed in sign language interaction. Recent studies have shown that signers regularly fine-tune their turn-beginnings to potential completion points of turns (De Vos, Torreira & Levinson, 2015; Groeber, 2014; Groeber & Pochon-Berger, (...) 2014). Moreover, signers deploy practices for overlap resolution as in spoken interaction (McCleary & Leite, 2013). While these studies have highlighted the signers’ orientation to the ‘one-at-a-time’ principle described by Sacks et al., (1974), the present article adds to this line of research by investigating in more detail those sequential environments where overlaps occur. The contribution provides an overview of different types of overlap with a focus of the overlap’s onset with regard to a current signer’s turn. On the basis of a 33-minute video-recording of a multi-party interaction between 4 female signers in Swiss German Sign Language (DSGS), the paper provides evidence for the orderliness of overlapping signing. Furthermore, the contribution demonstrates how participants collaborate in the situated construction of turns as a dynamic and emergent gestalt and how they interactionally achieve turn transition. Thereby the study adds to recent research in spoken and in signed interaction that proposes to rethink turn boundaries and turn transition as flexible and interactionally achieved. (shrink)

In spoken interactions, interlocutors carefully plan and time their utterances, minimising gaps and overlaps between consecutive turns. Cross-linguistic comparison has indicated that spoken languages vary only minimally in terms of turn-timing, and language acquisition research has shown pre-linguistic vocal turn-taking in the first half year of life. These observations suggest that the turn-taking system may provide a fundamental basis for our linguistic capacities. The question remains however to what extent our capacity for rapid turn-taking is determined by modality constraints. The (...) avoidance of overlapping turns could be motivated by the difficulty of hearing and speaking at the same time. If so, turn-taking in sign might show greater toleration for overlap. Alternatively, signed conversations may show a similar distribution of turn-timing as spoken languages, thus avoiding both gaps and overlaps. To address this question we look at turn-timing in question-answer sequences in spontaneous conversations of Sign Language of the Netherlands. The findings indicate that although there is considerable overlap in two or more signers' articulators in conversation, when proper allowance is made for onset preparation, post-utterance retraction and the intentional holding of signs for response, turn-taking latencies in sign look remarkably like those reported for spoken language. This is consistent with the possibility that, at least with regard to responses to questions, speakers and signers follow similar time courses in planning and producing their utterances in on-going conversation. This suggests that turn-taking systems may well be a shared cognitive infrastructure underlying all modern human languages, both spoken and signed. (shrink)