Using micro-analysis in interviewer training: 'continuers' and interviewer positioning

Despite the recent growth of interest in the interactional construction of research interviews and advances made in our understanding of the nature of such encounters, relatively little attention has been paid to the implications of this for interviewer training, with the result that advice on interviewing techniques tends to be very general. Drawing on analyses of a feature of research interviews that is usually treated as analytically insignificant, this article makes a case for more interactionally sensitive approaches to interviewer training. It focuses on interviewer recipiency in a database of over 40 research interviews conducted by academics and research students to show how apparently insignificant shifts in receipt tokens can have important implications in terms of the developing talk. The implications of this for researcher training are discussed and the article makes recommendations for ways in which attention can be drawn to the discoursal dimension in interviewing practice

Transcribing screen-capture data : the process of developing a transcription system for multi-modal text-based data

Transcription of audio data is widespread in qualitative research, with transcription of video data also becoming common. Online data is now being collected using screen-capture or video software, which then needs transcribing. This paper draws together literature on transcription of spoken interaction and highlights key transcription principles, namely reflecting the methodological approach, readability, accessibility, and usability. These principles provide a framework for developing a transcription system for multi-modal text-based data. The process of developing a transcription system for data from Facebook chat is described and reflected on. Key issues in the transcription of multi-modal text-based data are discussed, and examples provided of how these were overcome when developing the transcription system

Sharing knowledge with peers:Epistemic displays in collaborative writing of primary school children

In focus for this study are epistemic displays in peer talk, throughout collaborative writing events in the context of inquiry learning. Conversational data was obtained from small groups of primary school students (aged 8-12 years). By means of Conversation Analysis, we found that epistemic displays are produced as (i) accounts, (ii) responses to a request for information, (iii) other-corrections, and with reference to the propositional content of a previous epistemic display, as (iv) disagreements, and (v) expansions. The occurrence of epistemic displays is related to specific aspects of the writing activity, concerning contexts that require accounting or evoke expansions, and features of the participation framework. Our research contributes to the understanding of how collaborative writing activities establish contexts for sharing and discussing knowledge in peer talk, and are worth taking into account for educational professionals, when designing collaborative writing activities for that purpose

Common ground for positioning: A discourse analysis on second language socialization

Cataloged from PDF version of article.Applying Kecskes and Zhang's (2009) dynamic model of common ground in positioning theory (Davies & Harre, 1990), the present study aims to explore the second language (L2) socialization of Turkish students through the discursive processes as well as the skills they adopted in social interactions with the American speakers during a formal reception at an American university. The findings indicated that the Turkish students endorsed similar discursive processes not only to establish common ground as the American speakers', but also to position themselves in the speech context. This study highlights that engaging in real-life conversations with the target language speakers (Gumperz, 1996) encourages L2 learners/users (Cook, 1999) to embrace the discursive practices that are shared within a particular speech community. It also provides suggestions for future research embracing more longitudinal/ethnographic approahes to examine L2 socialization as well as teaching implications for instructional materials and contexts that reflect authentic social encounters

A Conversation Analysis of Therapist-Client Interactional Patterns in Single Session Therapy: A Researcher\u27s Interpretation

In response to the growing awareness of the issue of accessibility to mental health services (World Health Organization, 2013), single session therapy (SST) has been implemented in various settings throughout the world. (Hoyt &Talmon, 2014b; Miller, 2008; Miller & Slive, 2004; Talmon, 2014). Although there has been much advancement in the knowledge and application of SST, an understanding of therapist-client interactional patterns that enfold in SST is extremely scarce. In this study, I investigated how therapists collaboratively improved the talk in SST turn by turn in such a way that promoted therapeutic improvement. I utilized conversation analysis (Sacks et al., 1974) to analyze a video-recording of a SST consultation within a single instrumental case study format (Stake, 2005). The findings of this study provide an interactional understanding of the collaborative practice, valued in SST literature (e.g., Campbell, 2012; Miller & Slive, 2004; Slive et al., 2008). Specifically, the therapists’ collaborative manner is exemplified in how the therapists oriented to the moment-to-moment interaction with the client within and across various interactional practices to coordinate their interaction, form and maintain the therapeutic relationship with the client, invite therapeutic change, and negotiate advice with the client. The findings of this study offer SST therapists and supervisors a potential interactional repertoire that they can utilize in their SST consultations and SST trainings. This study also presents a method of psychotherapy research that can address the research-practice gap (Strong & Gale, 2013)

EXPLORING ATTITUDINAL FUNCTION OF NELSON MANDELA’S PRESIDENTIAL INAUGURATION SPEECH: DISCOURSE- PHONOLOGY PERSPECTIVE

Putri Khumaeroh. 141110053. Exploring Attitudinal Function of Nelson Mandela’s Presidential Inauguration Speech: Discourse-Phonology Perfective. This research aims to find out how the attitudinal intonation is constructed by the speaker. Study of document becomes the technique of this research. This research also takes a qualitative method in analyzing data where the data is taken from you-tube and Nelson Mandela as a main data source to be analyzed in this research. There are some steps to analyze the data. The researcher analyzed the clause construction that consists of dependent and independent clause. Then, analyzed the tonality system that consists of tone group, markedness of tonality (unmarked and marked), finiteness, and types of clause. Then, the researcher analyzed the tonicity system that consists of new and given information and also markedness of tonicity. Further, the researcher analyzed the tone system based on PRAAT system that will be connected to the attitudinal intonation based on primary stress and interpersonal context. This research was conducted within the spirit of discourse –phonology which concern with the study of the relationship between the language and the context in which is used that are attitudinal function and three primary of intonation (T3) used by speaker where 3T are knowing the common patterns of tonality in speaker’s speech and knowing what tonality tells about unit of information (tonality), focus of information (tonicity) and status of information (tone). Design of the research is discourse analyses in phonological persfective which is taken from one of public speeches that is Nelson Mandela as a president in south Africa under the title “Inauguration Speech”. The data of the research is taken from selecting a single EFL learner of spoken discourse. The data collected by video recording and converted into audio in the form of WAV then segmented using PRAAT software analysis. The data is analyzes by contextual method.The analyses process is constructed based on : (1). The division theory of information unit in the systematic functional grammar level (SFG)and intonation level by Tench, (2). The common pattern of tonality, tonicity and tone by Dorothy M chun and MAK Halliday, (3). The attitudinal intonation as found in the speech based on phonology perspective and interpersonal metafunction. The result of this analysis shows that there are different speaker’s division of message between systematic functional grammar level and intonation level. There are four elements as found in the system of tonality. Those are, there are 96 units of information independent 46 (48%)and independent clauses 50 clauses (52%). The tone unit which constructed by the speaker also 96 clauses, the markedness of tonality, umarked tonality (64%) and marked (36%)that is constructed by the speaker, in the types of tones the speaker put (22%) for noun clause. (31%) for adjective clause, and (47%). Then, in the fininiteness of verb the speaker put finite verb 77 clauses (79%)and nonfinite 20 clauses (21%). Thre are four common patterns of tonicity and two kinds of markedness of tonicity where speaker focus of new (N), given-new (GV), given-newgiven (GNG), and new-given (NG)as found in the speech. The speaker put (12%) for new of information, GN in (3%), GNG in (62%), and NG in (23%).The common patterns of markedness of tonicity which is produced by the speaker are unmarked tonicity 20 clauses (17%) and marked tonicity 96 clauses (83%).The common pattern of status of information (tone) in 101 units of information. The common patterns are: (59%) units as Major Information , 10(10%) units as Minor Information ,14 (14%) units as Incomplete Information, 11 (11%) units as Highlighting of Theme and 6 (6%) units as Implication . iii Then, the common types of tones that constructed by speaker categorized into 5 types are Fall (F) that got (41%), Rise (R) that got (23%), Rise-Fall (RF) THAT GOT (9%), Fall- Rise (FR) that got (10%), and Level that got (17%0. Attitudinal intonation tells how emotion expresses speaker’s attitude. The common ways to analyze the attitudinal intonation is seen from the primary stress and the context of interpersonal metafunction where the speaker put 101 stresses in the clause of the speech. Then, the common patterns of interpersonal metafunction has two kinds elements are mood structure that speaker focused on declarative clause (95%), and imperative clause (5%) as found in the speech. Then, the degree of modality in interpersonal metafunction also get a big attention from the speaker where the speaker put Low modality 18% as found in the speech and 82% for middle modality. All of the result shows how speaker perceives the message into more than one unit of information in each clause and perceives to put the focus information in the place that the word or syllable is importantand interrelated to attitudinal intonation. Key words: Tonality, Tonicity, Tone, Attitudinal Intonation

Animating Talk and Texts: Culturally Relevant Teacher Read-Alouds of Informational Texts

This article describes the classroom interactions surrounding teacher read-alouds of nonfiction texts in the classroom of a teacher who strived for cultural relevancy. Participants in this study were one European American teacher and her upper- elementary students who lived in the surrounding working-class neighborhood; all but two students identified as Latino or African American. Data were collected for two consecutive school years using ethnographic and discourse analytic methods. Analyses showed that the teacher took up three social positions (i.e., cultural advocate, facilitator of classroom interactions, and teacher of reading) by animating texts and students

Girl Talk: A Dialogic Approach to Oral Narrative Storytelling Analysis in English As a Foreign Language Research

Research in the fields of Applied Linguistics (AL) and Second Language Studies (SLS) has begun addressing the ways in which second and foreign language (L2) use is a “material” struggle to understand, acquire and author L2 words for one’s own creative purposes – particularly in the face of ideologies about language learning and language use (Squires 2008; Suni 2014). This struggle has implications for the subjectivity, agency and ultimate acquisition and use of the target language by L2 users. This dissertation seeks to augment scholarship in this area by demonstrating how material struggle can surface in the process of data collection (a research interview). It presents an analysis of a recorded narrative of an English as a foreign language (EFL) user, who was a second year graduate student enrolled in a university in the southwest US. She was invited by the author -- a native speaker of English -- to tell an oral narrative story in English to a group with whom she met regularly. However, in positioning the EFL subject as “non-native” in the recruitment process, the author as a native speaker failed to anticipate the manner in which her request was interpellative (Althusser 1971[2001]), thus reproducing and subjecting the “non-native” to the ideology and discourses associated with that category and setting into motion a creative authoring of response to this interpellative call. In approaching the analysis from this perspective, this dissertation adopts an approach to oral narrative story analysis that is based on the Bakhtinian-inspired notion of dialogism (Bakhtin 1981, 1986). Dialogism underscores the resultant narrative as a collection of utterances poised to respond to the request to “tell a story,” while simultaneously addressing the ideology and discourses associated with this request. Additionally, the analysis explores the dialogic nature of the narrative from the standpoint of “tellability” (Norrick 2005; Ochs and Capps 2001), thus highlighting aspects of the narrative that render this tale of friendship, an extramarital affair and a friend “in hatred” meaningful in the context of its telling. Guided by an interest in Bakhtinian dialogism and driven by a concern for narrative tellability, three differing, yet complimentary, analyses of the narrative are explored: 1) ‐ 9 ‐ genre, register and vague (“vaguely gendered”) language, 2) face work, framing and cooperation and 3) gossip, stance and the representation of speech and voice. These analyses likewise uncover three themes that underlie the narrative context of the tale. These themes are: the backgrounding of nativeness and foregrounding of gender, the simultaneous and ambiguous struggle for solidarity and power, and the display of personal style through moral stance in the presentation of a continuous self over time and place. The implication of this work for future research and assessment in AL and SLS is addressed

Intersection(S) Between Sociocultural Knowledge, Classroom Discourse And Stance

Speakers of all languages align their talk to that of their peers in order to create identity in social discourse. While students\u27 interactions in class reveal awareness of their personal educational achievements, they also exhibit a desire to inform others about their socio-cultural knowledge, their beliefs, and feelings. A number of studies have shown how participants create interactional environments where they can not only expand their knowledge in instructional styles but to a great extent construct and reconstruct their personas. Sociocultural knowledge and stancetaking has a great impact on classroom discourse and language learning. My study was conducted on an advanced business English class offered at a university in the southern region of the United States. In this study, I audio recorded a fifty minutes class session, then transcribed the data from the session and coded it into major themes to analyze. The session involved discussions centered around three commercials, about which the students were asked to post on a class blog explaining whether they thought the commercials were internationally marketable. Six students within the audio recording were investigated to show how they enacted their interpersonal and epistemic stance by aligning with their peers and professor to demonstrate sociocultural knowledge. This study seeks to explain how language teachers\u27 awareness of their students\u27 stance enactment strategies could inform their teaching. By analyzing the stances taken by students engaged in classroom discussion, we show how they construct their social identity. The professor and the students in the study are envisioned as co-participants in building a community of learners, a community in which intercultural negotiation of meaning is possible, and the importance of self and others is reinforced