Contexts of Co-Constructed Discourse: Interaction, Pragmatics, and Second Language Applications

Cover
Half Title
Series Information
Title Page
Copyright Page
Dedication
Table of Contents
Contributors
Acknowledgments
1 Introduction: Context and Co-Construction in Interaction, Pragmatics, and Second Language Applications
	Introduction
	Co-Construction and Context
	Three Themes of the Volume
	Appendix 1.A
	Appendix 1.B
	References
Part I Co-Constructed Discourse
	2 Institutional Roles as Interactional Achievements: The Epistemics of Sports Commentary
		Introduction
		Data, Participants, and Institutional Roles
		Analysis
			Membership Categorization Devices (MCDs)
			Response Design
				Unmarked Interjections
				Marked Interjections and Repetitional Responses
		Discussion and Conclusion
		Notes
		References
	3 [A/aa ‘oh’ + demo ‘but’]-Prefaced Affiliative Response in Japanese: Co-Construction of a Shared Stance through Opinion-Negotiation
		Introduction
		[Aa ‘oh’ + demo ‘but’]-Prefacing of Affiliation
			Turn-Initial Elements in a Responsive Turn
			Japanese Particle a/aa and Conjunction Demo
		Methodology and Data
		Analysis
			When An Affiliative Response is Immediately Provided
			Accomplishment of Affiliation: Negotiation of Opinion
			Accomplishment of Affiliation: Aligning With Others’ Actions
			Summary
		Conclusion
		Notes
		Appendix 3.A
		References
	4 Corrective Feedback and the ideological Co-Construction of Expertise
		Introduction
		Background
			Language Expertise and Nativeness
			Indexicality and Language Ideologies
			Corrective Feedback
		Methodology
			Participants and Data Collection
			Conversation Analysis
		Results
			Kristina C., the HLS ‘Expert’
			Ana C., the NS ‘Expert’
			Monica D., the HLS ‘Non-Expert’
			Sara T., the NS ‘Non-Expert’
		Conclusion
		Notes
		References
Part II Pragmatics of Discourse
	5 Multimodal and Co-Constructed Speech Acts: Gratitude and Other Responses to Compliments and Gifts in Peninsular Spanish
		Introduction
		Literature Review
			Gratitude in Response to Compliments
			Gratitude in Response to Gifts
			Towards the Current Study
		Methods
			Participants
			Procedure and Materials
			Analysis
		Results
			Compliment Responses
			Gift Responses
		Discussion
			Multimodal Resources and Co-Construction of Gratitude
			Theoretical Interpretation of Responses to Gifts and compliments in Peninsular Spanish
		Conclusion
		Notes
		References
	6 Multimodal Resources in the Co-Construction of Humorous Discourse
		Co-Constructed Discourse
		Co-Constructing Humor
		Multimodal Resources in Humorous Discourse
		Method
			Participants
			Procedures and Materials
				Transcriptions and Humor Coding Procedure
				Multimodal Resources Coding Procedure
		Results
			Individual Smiling Intensity
			Matching Smiling Behavior
			Gaze to the Interlocutor’s Face and Gaze Aversion
		Discussion
		Conclusion
		Note
		References
	7 Epistemic Causality in Spanish narratives as Evidence of knowledge Frames
		Introduction
		Frames and Related Phenomena
		Causality and Causal Relations
		Methodology and Aims of the Study
			Data Collection and Participants
			Analysis of Causal Domain
				Grouping of Porque-Relations By Film Scene/Sequence
			Research Questions
		Results
			Classification of Porque-Relations By Domain
			Evidence of Frames
				The Opening Scene
				The Pearpicker
				The Bike Boy Taking the Pears
		Summary and Conclusion
		Appendix 7.A
		References
Part III Teaching and Assessment of Discourse
	8 Discourse Approaches to Second Language Reflections in Portfolio Assessment: An Activity Theory Account of Learner Agency
		Introduction
		Conceptual Positioning
			Portfolio Assessment, Reflection, and Discourse
			Agency and Sociocultural Theory
			Activity Theory as a Framework to Analyze Action
		The Study
			Participants and Setting
			Data Collection
		Methodology
		Findings
			Learners’ Motives Within the Activity System
			Language-Learning Outcomes
			Tools of Metacognition
			The Learning Context
		Discussion
		Conclusion
		Acknowledgments
		References
	9 Intersubjectivity in Co-Constructed Test Discourse: What is the Role of L2 Speaking Ability?
		Introduction
		Background
			Intersubjectivity and Displays of Understanding
			Displaying Shared Understanding in Testing IC
			Interactional Development and the Interrelationship Between Proficiency and IC
			Goal of the Study
		Data and Methods
			Participants and Assignment of Test-Taker Pairs
			Test Task
			Procedure for Data Analysis
		Results
			Low-Ability Pairs
			High-Ability Pairs
		Discussion
			Summary of Findings
			Implications for Rating Scale Development
			Expectations, Frames, and Task Orientation
		Conclusion
		Acknowledgments
		Appendix 9.A
		Notes
		References
	10 Changing Expectations Through Drama-Based Pedagogy: An L2 Spanish Conversation Course About Study Abroad
		Introduction
		Frames and Expectations in Discourse
		Drama-Based Pedagogy and L2 Teaching
		L2 Conversation Courses
		Conversation Course With Drama-Based Pedagogy: A Model
			Introduction to Pragmatics
			Research On Study Abroad
			Pragmatics and Drama-Based Pedagogy
			Questions for Analysis
		Conclusion
		References
	Afterword: Co-Construction and Frames in a Co-Construction-post-Digital Age
		References
	Epilogue: Dale Koike and Research On Pragmatics in Interaction:,mentor, Collaborator, Friend
Index