Conversation analysis

Методичні рекомендації до лекцій із теоретичного курсу “Конверсаційний аналіз” призначаються для студентів факультетів іноземних мов вищих навчальних закладів. Рекомендації включають більше 50 прикладів та вправ з усіх основних розділів з курсу конверсаційного аналізу та відповідають вимогам робочої програми з даного курсу. The present edition is intended as a practical aid for English Language students of Universities and Teacher Training Institutes of Ukraine. It provides over 50 examples and exercises for all the main topics treated at lectures in Conversation analysis and meets the requirements of the programme in this subject

Conversation analysis

Peer reviewe

Conversation analysis

Peer reviewe

Conversation analysis

Conversation analysi

Constructive Conversation Analysis in psychotherapy: cognitive relevance of actants in terms of linguistic constructions

Pychotherapists produce pseudo-structured discourse with their clients that can be analysed with linguistics and pragmatics. Conversation Analysis is often qualitative, non-sistematic. The Therapeutic Cycles Model (TCM) uses ad-hoc software to perform textual analysis of psychoterapeutic transcripts, in order to elicit significant elements in the therapeutic interaction, but it does not consider linguistic constructions as units of analysis. Constructive Adpositional Grammars (CxAdGrams) are the ground for the Conversation Analysis so to fill the gap left by the TCM

Multi-dimensional Conversation Analysis across Online Social Networks

With the advance of the Internet, ordinary users have created multiple personal accounts on online social networks, and interactions among these social network users have recently been tagged with location information. In this work, we observe user interactions across two popular online social networks, Facebook and Twitter, and analyze which factors lead to retweet/like interactions for tweets/posts. In addition to the named entities, lexical errors and expressed sentiments in these data items, we also consider the impact of shared user locations on user interactions. In particular, we show that geolocations of users can greatly affect which social network post/tweet will be liked/ retweeted. We believe that the results of our analysis can help researchers to understand which social network content will have better visibility.Comment: Datasets will be anonymized and published at: http://akcora.wordpress.com/2013/12/24/pointer-for-datasets

A context for error: using conversation analysis to represent and analyse recorded voice data

Recorded voice data, such as from cockpit voice recorders (CVRs) or air traffic control tapes, can be an important source of evidence for accident investigation, as well as for human factors research. During accident investigations, the extent of analysis of these recordings depends on the nature and severity of the accident. However, most of the analysis has been based on subjective interpretation rather than the use of systematic methods, particularly when dealing with the analysis of crew interactions. This paper presents a methodology, called conversation analysis, which involves the detailed examination of interaction as it develops moment-to-moment between the participants, in context. Conversation analysis uses highly detailed and revealing transcriptions of recorded voice (or video) data that can allow deeper analyses of how people interact. The paper uses conversation analysis as a technique to examine CVR data from an accident flight. The focus accident was a controlled flight into terrain event involving an Israel Aircraft Industries Westwind 1124 jet aircraft, which impacted terrain near Alice Springs on 27 April 1995. The conversation analysis methodology provided a structured means for analysing the crew’s interaction. The error that contributed directly to the accident, an incorrectly set minimum descent altitude, can be seen as not the responsibility of one pilot, but at least in part as the outcome of the way the two pilots communicated with one another. The analysis considered the following aspects in particular: the significance of overlapping talk (when both pilots spoke at the same time); the copilot’s silence after talk from the pilot in command; instances when the pilot in command corrected (repaired) the copilot’s talk or conduct; and lastly, a range of aspects for how the two pilots communicated to perform routine tasks. In summary, the conversation analysis methodology showed how specific processes of interaction between crew members helped to create a working environment conducive to making, and not detecting, an error. By not interacting to work together as a team, pilots can create a context for error. When analysing recorded voice data, and especially for understanding instances of human error, often a great deal rests on investigators’ or analysts’ interpretations of what a pilot said, or what was meant by what was said, or how talk was understood, or how the mood in the cockpit or the pilots’ working relationship could best be described. Conversation analysis can be a tool for making such interpretations.This report was commisioned by Australian Transport Safety Burea

Order in institutional telephone talk: three observations

[Abstract]: In this paper I introduce some features of conversation analysis through three actions. I do this, firstly, by displaying three observations of a telephone call to a local government council. Secondly, by invoking participants’ capacities, skills and resources as social interactants to analyse this call. And thirdly, by commenting on how traditional approaches to psychology might explain the orderliness of the call. I then conclude the paper with some modest claims about how the communication choices made by professionals shape the quality of service interactions, and about the potential for conversation analysis to contribute to psychological research at USQ

Echo, not quotation: what conversation analysis reveals about classroom responses to heard poetry

This article applies conversation analysis to classroom talk-in-interaction where pupils respond to poetry they have heard. The phenomenon of repeating in discussion details from the poem, including patterns of delivery, is considered and named echo to distinguish it from quotation in writing. The phenomenon is significant to the pedagogy of literary study given the existing tacit and unexamined assumption that when pupils repeat textual details verbally this has equivalence with quotation in writing. Three episodes drawn from a single sequence of classroom interaction are presented together with a transcript of the stimulus heard poem. Each is accompanied by an interpretive commentary. It appears that echo in classroom discussions of poetry performs actions distinct from quotation in writing, for example that the acts of presenting and analysing textual detail occur simultaneously. The innovation of the research lies in the inclusion of the transcript-rendered poem as a turn in the sequence of interaction: as a verbally oriented method, conversation analysis provides an apt means of rendering response to poetry presented in the oral mode. More broadly, the discussion is consistent with the emergent popularity of conversation analysis as a method for considering classroom interactions with a view to reflecting on subtle aspects of learning