Conversation and prefence structure.pptx
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Conversation analysis examines natural conversations to understand linguistic features and how conversation is used. Key aspects include turn-taking rules, adjacency pairs that relate utterances, and functions like establishing roles. Pauses, overlaps, and backchannels provide ways to indicate listening or lack of objection. Preference structure means that some responses, like acceptance to a request, are structurally more likely and preferred over alternatives like refusal or silence.
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This document discusses key concepts in conversation analysis. It defines interaction and conversation, and explains the basic structure of turn-taking in conversation. It also describes important conversational elements like pauses, overlaps, backchannels, conversational style, adjacency pairs, and preference structure. Adjacency pairs refer to expected question-answer sequences in conversations, while preference structure indicates that acceptance is a more preferred response than refusal.
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This document discusses concepts in conversation analysis including:
- Conversation analysis studies both verbal and non-verbal conduct in everyday interactions.
- Types of conversation analysis include pauses, overlaps where speakers talk simultaneously, and backchannels like "uh-huh" that provide feedback.
- Adjacency pairs refer to conversational sequences where one utterance depends on another, such as questions/answers or requests/grants.
- Preference structure means the first part of an adjacency pair, like a request or offer, expects an acceptance in the second part which is structurally more likely than a rejection. Dispreferred responses include hesitations or excuses instead of a direct "no."
Interaction in conversation part ii (blog)
This document summarizes some key interactional features in conversation analysis, including adjacency pairs, preferred/dispreferred sequences, moves and exchanges, and turn-taking. It defines adjacency pairs as the basic unit of interaction composed of two adjacent turns by different speakers. Preferred sequences are seen as more cooperative responses like accepting an invitation, while dispreferred sequences can be face-threatening like rejecting a request. Moves are the basic units that determine how speakers negotiate meaning in an exchange, and can be initiating, expected, or discretionary responses. Turn-taking ensures conversations flow smoothly with implicit signals for speaker changes and one speaker at a time through turn-constructional units.
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This lesson plan teaches turn-taking processes in conversations. It is for a class of 40 students aged 17-18 years old and will last 15 minutes. The lesson will define turn-taking, adjacency pairs, and different conversation sequences. Students will learn about cultural differences in turn-taking and factors like eye contact, body language, and status that influence conversations. They will analyze example conversations and adjacency pairs, and consider why repair is sometimes needed in turn-taking. A test will assess students' understanding of the concepts covered in the lesson.
1Sociology 1001 (01)Fall 2014Reading guide #6ANTI-.docx
1
Sociology 1001 (01)
Fall 2014
Reading guide #6
ANTI-SOCIOLOGY #1
ETHNOMETHODOLOGY
(part 3) – Conversation Analysis (Hale 76-77)
As we have seen the ethnomethodologists first discovered that “social life has this hidden, taken for granted structure to it (practical reasoning, or common sense reasoning)
-They tried to show that our daily social life is based on a shared `social language’ which nobody thinks about (or even realizes)
-this is similar to how our daily life is based on a shared language which nobody thinks about (eg English or French in New Brunswick), it is just ‘taken for granted’
-similarly, social life is based on a shared language which everybody takes for granted
-that ‘shared language’ is called ‘common sense reasoning’
-And just as we follow the rules of English without ever thinking of them, we also follow the rules of social life without usually thinking of them
- and just as we can play around with the rules of English, we can also do the same with the rules of social life
-Moreover, we do this in very sophisticated ways, and very creative ways, without even thinking about it
-this all seems ‘natural’ to us.
(-Yet as any immigrant to Canada will tell you, learning to speak English like a native speaker is one of the hardest things in life to do; and learning to be thought of as a natural-born Canadian is equally as hard )
-But just as the structure of English can be studied and analysed,
So can the structure of ‘common sense reasoning’
-And it is conversation analysis (a sub-school within ethnomethodology) which has taken this type of study the furthest.
-Moreover, it uses a model of analysis imported largely from the science of linguistics.
THE LINGUISTICS ANALOGY – Producing ‘orderliness’ in talk
Just as a linguist may be interested in studying the ‘grammar’ of everyday language; the conversation analyst is trying to study the ‘social grammar’ of everyday social life
Typically the linguist will examine that which is common sensically understood in the language being studied, and provide examples
Thus if we start with one of the most basic building block of the English language, the sentence, we can see how a linguist would study English (and linguists usually start with this fundamental building block of English – the sentence)
Eg in English we can say
1. I’m going to the store
2. I will go to the store soon
3. I am going to the store
And all ‘native speakers’ would rely on their ‘expertise’ to agree that these sentences are good ‘english’
Yet, at the same time, every native speaker of English will also recognize the following as not English
4. Store the to going I’m.
(even though it has exactly the same words as sentence 1)
Yet, if we ask the native speaker why this is not ‘good english’, they will probably not be able to give us an answer (except to say something like – ‘we just don’t talk like that)
So the job of the linguist is to show the underlying structure which allo.
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Recommended
Conversation and preference structure
Aspect of conversation analysis
Pauses, Overlaps, Backchannels
Turn Taking
The conversational styles
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This document discusses key concepts in conversation analysis. It defines interaction and conversation, and explains the basic structure of turn-taking in conversation. It also describes important conversational elements like pauses, overlaps, backchannels, conversational style, adjacency pairs, and preference structure. Adjacency pairs refer to expected question-answer sequences in conversations, while preference structure indicates that acceptance is a more preferred response than refusal.
Conversation and Preference structure
This document discusses concepts in conversation analysis including:
- Conversation analysis studies both verbal and non-verbal conduct in everyday interactions.
- Types of conversation analysis include pauses, overlaps where speakers talk simultaneously, and backchannels like "uh-huh" that provide feedback.
- Adjacency pairs refer to conversational sequences where one utterance depends on another, such as questions/answers or requests/grants.
- Preference structure means the first part of an adjacency pair, like a request or offer, expects an acceptance in the second part which is structurally more likely than a rejection. Dispreferred responses include hesitations or excuses instead of a direct "no."
Interaction in conversation part ii (blog)
This document summarizes some key interactional features in conversation analysis, including adjacency pairs, preferred/dispreferred sequences, moves and exchanges, and turn-taking. It defines adjacency pairs as the basic unit of interaction composed of two adjacent turns by different speakers. Preferred sequences are seen as more cooperative responses like accepting an invitation, while dispreferred sequences can be face-threatening like rejecting a request. Moves are the basic units that determine how speakers negotiate meaning in an exchange, and can be initiating, expected, or discretionary responses. Turn-taking ensures conversations flow smoothly with implicit signals for speaker changes and one speaker at a time through turn-constructional units.
Types of Speech Act .pptx
The document discusses three types of speech acts: locutionary, illocutionary, and perlocutionary. A locutionary act is the literal utterance or words used. An illocutionary act conveys the intention or social meaning behind the words. A perlocutionary act focuses on the effect the speech has on the listener, such as inspiring or persuading them. The document provides examples of each type of speech act and emphasizes that the meaning of any utterance depends highly on the surrounding context and situation.
Turn taking
This lesson plan teaches turn-taking processes in conversations. It is for a class of 40 students aged 17-18 years old and will last 15 minutes. The lesson will define turn-taking, adjacency pairs, and different conversation sequences. Students will learn about cultural differences in turn-taking and factors like eye contact, body language, and status that influence conversations. They will analyze example conversations and adjacency pairs, and consider why repair is sometimes needed in turn-taking. A test will assess students' understanding of the concepts covered in the lesson.
1Sociology 1001 (01)Fall 2014Reading guide #6ANTI-.docx
1
Sociology 1001 (01)
Fall 2014
Reading guide #6
ANTI-SOCIOLOGY #1
ETHNOMETHODOLOGY
(part 3) – Conversation Analysis (Hale 76-77)
As we have seen the ethnomethodologists first discovered that “social life has this hidden, taken for granted structure to it (practical reasoning, or common sense reasoning)
-They tried to show that our daily social life is based on a shared `social language’ which nobody thinks about (or even realizes)
-this is similar to how our daily life is based on a shared language which nobody thinks about (eg English or French in New Brunswick), it is just ‘taken for granted’
-similarly, social life is based on a shared language which everybody takes for granted
-that ‘shared language’ is called ‘common sense reasoning’
-And just as we follow the rules of English without ever thinking of them, we also follow the rules of social life without usually thinking of them
- and just as we can play around with the rules of English, we can also do the same with the rules of social life
-Moreover, we do this in very sophisticated ways, and very creative ways, without even thinking about it
-this all seems ‘natural’ to us.
(-Yet as any immigrant to Canada will tell you, learning to speak English like a native speaker is one of the hardest things in life to do; and learning to be thought of as a natural-born Canadian is equally as hard )
-But just as the structure of English can be studied and analysed,
So can the structure of ‘common sense reasoning’
-And it is conversation analysis (a sub-school within ethnomethodology) which has taken this type of study the furthest.
-Moreover, it uses a model of analysis imported largely from the science of linguistics.
THE LINGUISTICS ANALOGY – Producing ‘orderliness’ in talk
Just as a linguist may be interested in studying the ‘grammar’ of everyday language; the conversation analyst is trying to study the ‘social grammar’ of everyday social life
Typically the linguist will examine that which is common sensically understood in the language being studied, and provide examples
Thus if we start with one of the most basic building block of the English language, the sentence, we can see how a linguist would study English (and linguists usually start with this fundamental building block of English – the sentence)
Eg in English we can say
1. I’m going to the store
2. I will go to the store soon
3. I am going to the store
And all ‘native speakers’ would rely on their ‘expertise’ to agree that these sentences are good ‘english’
Yet, at the same time, every native speaker of English will also recognize the following as not English
4. Store the to going I’m.
(even though it has exactly the same words as sentence 1)
Yet, if we ask the native speaker why this is not ‘good english’, they will probably not be able to give us an answer (except to say something like – ‘we just don’t talk like that)
So the job of the linguist is to show the underlying structure which allo.
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This document provides information about the eight parts of speech in English: noun, pronoun, verb, preposition, adjective, adverb, interjection, and conjunction. It defines each part of speech and provides examples. The learning outcomes are to recall and identify the eight parts of speech and give examples of each. The document concludes with a practice identifying parts of speech in given sentences.
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Conversation_Analysis.ppt
Conversation involves the exchange of information and social relationship building between participants. It consists of turns where speakers alternate and only one speaks at a time. Conversations follow structures like openings, middles and closings, and make use of adjacency pairs and feedback. They also involve managing topics, repairing misunderstandings, and following turn-taking conventions.
Teaching listening
This document discusses teaching listening skills in English as a second language. It begins by stating that the objective of classroom listening is to prepare students for real-life listening situations. It then lists common features of real-life listening situations, such as informal language, noise, redundancy, and ongoing listener response.
The document notes that classroom listening does not replicate real-life listening. It recommends basing listening activities on simulated real-life situations to motivate students. Guidelines are provided for listening texts, such as using informal speech, and for listening tasks, such as providing expectations and an ongoing purpose. Finally, examples are given of different types of listening activities and how they can be adapted.
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This document provides an overview of conversation analysis. It defines conversation analysis as the study of everyday conversational interactions. Key points made in the document include:
- Conversation analysis examines how participants coordinate turn-taking and manage topics through linguistic and structural elements.
- Conversations have opening, middle, and closing stages that follow predictable patterns. They also involve adjacency pairs like greetings/responses.
- Aspects of conversation like turn-taking, preference, and repair are systematically structured and important to analyze.
- Conversation analysis originated in the 1960s and focuses on social order and how context influences language use.
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This document discusses priorities for teaching pronunciation in a foreign language. It identifies five key priorities:
1. Comprehensibility - Ensuring students can be understood when speaking.
2. Social acceptability - Teaching sounds that will not cause irritation or amusement to native speakers.
3. Ease of production - Focusing on sounds that are relatively easy for students to produce.
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This document discusses the role of context in discourse analysis and interpretation. It covers topics such as pragmatic context, features of context like participants and setting, co-text, principles of local interpretation and analogy. The document is a paper written by a group of students that analyzes references, presuppositions, implicatures, inferences and how contextual features and expanding context influence interpretation.
Parts of speech
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Discourse analysis
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Discourse analysis
This document provides an overview of discourse analysis and related concepts. It defines discourse as language above the sentence level, including spoken language larger than a sentence. It describes structural and functional approaches to analyzing discourse, including examining constituents and their relationships or focusing on language functions. The document also discusses speech act theory, pragmatics, and key concepts like implicature, conversational maxims, and how language is used to perform actions. Discourse analysis examines language use as a social practice shaped by and having implications for social structures.
The Audio lingual method and drilling
The document describes the Audio-Lingual Method (ALM) for teaching foreign languages. It was developed in the 1950s by Charles Fries and incorporated principles from structural linguistics and behavioral psychology. The key aspects of the ALM include an oral focus with memorization of dialogues, repetition drills, pattern practice drills, and immediate correction of errors to help form new habits to overcome the native language. The goal is for learners to automatically respond using the target language through active practice and reinforcement without relying on rules.
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Hall’s classification of cultures
Here are potential responses to your discussion questions:
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- 1. CONVERSATION AND PREFENCE STRUCTURE Kelompok 4 : Dewi, putri
- 2. DEFINITION Convoresation analysis is an analysis of natural conversation to reveal what the linguistic feature of conversation is, and how conversation is used in ordinary life .
- 3. CENTRAL ASFECTS OF CONFERSIONALANALYSIS The techniques that the speaker uses during a conversation, such as the rules of turn taking. The way in which some speaker utterances are related. For instance, conversational maxims, adjancency pair, and inserted sequence. The different functions that the conversation is used for example, establishing roles, or communicating politeniess.
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- 7. Preference Structure (Cont.) Silence is also always a dispreferred response, often leading to a revision of the first part. (Non-response communicates that the speaker is not in a position to provide the preferred response)Sandy: there But I'm sure they'll have good foodSandy: Hmm-I guess the food isn't great Preference Structure (Cont.) Aassessment Cindy: So chiropodists do hands I guess Julie: Em - well-out there - they they mostly work on people's feet. - initial hesitation: delay (em + pause) - preface: well appeal to the views of others: out there stumbling repetition: they they relativizing statement/mitigation: mostly.
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