Talk-in-Interaction: Multilingual Perspectives

Frontpage
Contents
About the Authors
Acknowledgements
Transcription Conventions
Categories, Context, and Comparison in Conversation Analysis (Kasper)
	Introduction
	CA and ethnomethodology
	Membership categorization
	Context
		Talk as institution and institutional talk
		Applied CA
	Comparison in CA
	Notes
	References
Kinship Categories in a Northern Thai Narrative (Bilmes)
	Introduction and background
	Taa’s narrative
		Muang narrative
		“My child”
		Motivation
		Pronouns
		Father and father-in-law
	Discussion
	Acknowledgments
	Notes
	References
	Appendix A: Transcript of “Taa’s narrative”
	Appendix B: Kammuang phonemes and translation conventions
	Other transcription conventions
The Recommendation Sequence in Vietnamese Family Talk: Negotiation of Asymmetric Access to Authority and Knowledge (Nguyen)
	Introduction
	Methodology
	Analysis
		Context of the recommendation sequence: The opening of the conversation
		Establishing authority in the entry to the recommendation sequence
		Asymmetric access to authority and knowledge in recommendation delivery
		Continued asymmetric access to information in the uptake
		Renewing authority in the closing and the opening up of a new recommendation
	Summary and discussion
	Notes
	References
	Appendix: Notes on Vietnamese particles and function words in the transcript
When Gaijin Matters: Theory-Building in Japanese Multiparty Interaction (Suziki)
	Construction of theories in social interaction
	Construction of nihonjinron in talk
	Japanese folk theories on blood types
	This study
		Data
		Methodology
		Analysis
			Relevance of gaijin to the construction of nihonjinron
			Contesting the label gaijin in defense against a counter-assertion
			The resurfacing of the label gaijin
			The irrelevance of the label gaijin
			The activity of building theories on blood types
	Conclusion
	Acknowledgements
	Notes
	References
“Are you Hindu?”: Resisting Membership Categorization Through Language Alternation (Higgins)
	Introduction
	Interculturality due to religious affiliation
	Being ascribed and resisting interculturality
	Pretopical talk and topical talk
	Data analysis
		Establishing common ground through pretopical talk
		Claiming and resisting a shared membership
	Conclusion
	Notes
	References
	Appendix: Abbreviations in gloss translations
A Practice for Avoiding and Terminating Arguments in Japanese: The Case of University Faculty Meetings (Saft)
	Introduction
	Two closing problems
	Terminating arguments and two additional problems
	Arguments in the Japanese faculty meetings
		Avoiding and terminating arguments in the Japanese faculty meetings
		Terminating and avoiding arguments and the work of the institution
	Conclusion
	Acknowledgements
	Notes
	References
	Appendix: Abbreviations used in the interlinear gloss
Third Party Involvement in Japanese Political Television Interviews (Ikeda)
	Introduction
	Background
		Public affairs shows
		Political TV interviews in Japan
		Sandee Purojekuto [Sunday Project]
		Third party involvement
	Analysis
		Counterargument through third-party involvement
		Third-person involvement to answer a challenging question
	Conclusion
	Notes
	References
Resisting ESL: Categories and Sequence in a Critically “Motivated” Analysis of Classroom Interaction (Talmy)
	Introduction
	Of (in)compatibilities and oxymorons: CA, MCA, and “motivated looking”
	This study
		Mr. Day’s ESL class
		Participants
		Analysis: “Work”ing it in ESL
			Lines 01–14: “Good teacher/bad student” version
			Lines 15–20: “Good student/bad teacher” version
			Lines 21–64: “Friendly, facilitative teacher/forgetful student” version
	“Motivating” the analysis
		The cultural productions of the ESL student
		Contingency and multidirectionality in L2 socializing processes
		ESL as a low-prestige category
	Conclusion
	Acknowledgements
	Notes
	References
Turn-Taking and Primary Speakership During a Student Discussion (Hauser)
	Introduction
	Data
	Analysis
		Orientation to no-gap, no-overlap turn transition
		Being the primary speaker
		Negotiating the transition of primary speakership
		Challenging the adequacy of an opinion
	Discussion
	Notes
	References
Repair Work in a Chinese as a Foreign Language Classroom (Rylander)
	Introduction
	Repair in conversation analysis
	Methodology
	Analysis
		An argument for boundedness: Student presentation as speech event
		Repair mechanisms within the student monologue and Q-A phase
		Instructor’s repair within presenter/audience member’s turns at talk
		Instructor repair and individual learner responses: Presenters and audience members
		Summary
	Discussion
	Notes
	References
	Appendix: Special transcript symbols and abbreviations
CA for Computer-MediatedInteraction in the Spanish L2 Classroom (González-Lloret)
	Introduction
	SCMC as a different form of interaction
	Participants and data
	Findings
		Sequence organization
		Turns and the turn-taking system
		Similarities and differences between L1 and L2 discourse in SCMC
		Orientation to language and task
	Summary
	CA for L2 SCMC?
	Notes
	References
	Appendix A: Task instructions
	Appendix B: Paralinguistic features in students’ SCMC discourse
	Appendix C: Examples of students orienting to grammatical mistakes
The Korean Discourse Markers-nuntey and kuntey in Native-Nonnative Conversation: An Acquisitional Perspective (Kim)
	Introduction
	Discourse markers
	Discourse markers in L1 acquisition
	Use of discourse markers by L2 speakers
	Kuntey and -nuntey
	Research questions
	Data and methodology
	Findings
		Turn initial position (kuntey)
			Disagreement
			Topic resumption sequences
		Turn medial position (-nuntey)
			Pre-to-main action (bridging pro forma agreement)
			Turn-final use (-nuntey)
	Discussion
	Conclusion
	Notes
	References
	Appendix: Abbreviations in transcripts
Development of Interactional Competence: Changes in the Use of ne in L2 Japanese During Study Abroad (Ishida)
	Introduction
	Application of CA to the analysis of ne
	L1 and L2 development in the use of ne
	Study
		Data
		Analysis of Fred’s use of ne
			Fred’s initial uses of ne
			Expanded use of ne in FR6–8
	Discussion: The development of Fred’s use of ne as part of his interactional competence
	Conclusion
	Acknowledgements
	Notes
	References
Index
Pragmatics & Language Learning