Conversation analysis is a method that uses audio and video recordings of natural interactions to study the structure and process of social interaction. It focuses on both the verbal and nonverbal aspects of communication. Researchers examine how actions, social structures, and intersubjective understanding between participants are achieved through talk. Conversation analysis was developed in the 1960s by Harvey Sacks and his colleagues and focuses on the sequential ordering and patterns of social actions in interactions.
Rift Valley University initially conceived as College, was established in Adama City of East Shawa Zone, Oromia National Regional State in October 2000 G.C, foreseeing the core values of good governance, commitment to quality services and community development, gender sensitivity, secularism and non-partisan, creativity, responsiveness, team work spirit, and work culture parallel to the nation’s development goals along with the purpose of producing competent, ethical and skilled manpower without making any distinction between people of different ethnic, religious, social, economic and political backgrounds.
After securing its legal personality, the then Rift Valley College strongly worked on the accreditation processes of its training and education programs from all regulatory bodies, and managed to get full accreditation from Higher Education Relevance and Quality Agency and Regional States TVET Agencies. Taking its flourishing capacity and quality service into account, the Ministry of Education, in collaboration with HERQA, granted the rank of University College in August 2007 G.C. This was not an easy task and a simple success story for the institution. The two regulatory bodies had conducted rigorous evaluation of the systems of the institution, physical facilities and learning resources of its campuses and faculties to come to decision of such status change. Afterwards, Rift Valley University College rigorously worked towards becoming a full-fledged university and realized itself as Rift Valley University in August 2014 G.C.
Currently, Rift Valley University being a pioneer and the largest Private Higher Learning Institution in Ethiopia has been delivering quality education to the citizens and foreigners who have lived in the country for different purposes. Furthermore, the University has 50 Campuses (among which Finfine Campus is one), 3 TVET Colleges and College of Open and Distance Education (32 accredited branches) with diversified fields of study across the country. Over the last two decades, thousands have joined and graduated with Technical and Vocational Education and Training (TVET), Bachelor’s degree, and Master’s degree that enabled them to support themselves and their families. Others have also managed to create their own jobs whereby they exhibited the merits of their training and education at Rift Valley University in fostering the already established development goals of the country.
Rift Valley University initially conceived as College, was established in Adama City of East Shawa Zone, Oromia National Regional State in October 2000 G.C, foreseeing the core values of good governance, commitment to quality services and community development, gender sensitivity, secularism and non-partisan, creativity, responsiveness, team work spirit, and work culture parallel to the nation’s development goals along with the purpose of producing competent, ethical and skilled manpower without making any distinction between people of d
PAGE 52What is Action ResearchViaA review of the Literat.docxgerardkortney
PAGE
52What is Action Research?
Via
A review of the Literature
A Dissertation Extract
By
Dr. George SlentzIf you choose to use this document as part of your research, use the following reference notation:Slentz, G.M. (2003). A collaborative action research approach to developing
statewide information standards supporting the Delaware education
network.
CHAPTER II
Literature Review
Inclusion Criteria
After determining the focus of this dissertation, several Wilmington College faculty members including academic advisors offered suggestions of relevant literature references. In addition to those recommendations, two annotated AR bibliographies by Dick (2002a & 2002b) provided a wealth of relevant material to review.
The Internet served as both an independent resource as well as a method to access EBSCOhost an electronic search engine which accesses numerous academic databases, such as Academic Search Premier, Masterfile, and Business Source Elite. Only articles that offered text availability through EBSCOhost were reviewed. Most Internet searches were conducted using www.Google.com an excellent, in depth publicly available search engine. In utilizing either EBSCOhost or Google, various combinations of search words were used. For example, one search would consist of “research and action” and the second “action research.” Since most search engines used, search, based on word sequence, interchanging the searching sequence of the words was essential. The searches centered in two specific topic areas: action research methodologies and information technology standards.
The Wilmington College Library provided some additional resources dealing with “research” and “researching techniques,” as well completed Wilmington College dissertations.
Overview of Action Research Literature
Action research literature was reviewed first, including definitions, methodologies, origins, and evolution. An in depth examination of AR literature revealed there was no universal AR methodology, but rather a confusing conglomeration of methodologies all alleged to be AR. In some instances, the differences were subtle, such as who identified the research setting, the researcher, or the client (Schein, 2001). In other more diverse examples, conflicting paradigms, epistemologies, and methodologies emerged (Heron & Reason, 1997). Swepson (1998) said, “I found some of the literature on the practice of action research to be contradictory and this left me confused about how to practice it” (p.2). Comments such as this one helped this researcher appreciate that other researchers were equally confused. The context of an AR study may appear disparate to different researchers. This lack of clarity and definition was quite common in AR literature, and these discrepancies often hindered understanding and comprehension of AR processes.
A variety of reasons for the shortcomings in AR discipline were identified: a lack of integration in the literature, de.
This article investigates how requests, either in direct or indirect forms, are associated with politeness strategies and facework in Chinese verbal business negotiations. Drawing on authentic data and Watts (2003) social models of politeness and (Kirkpatrick, 1991; Spencer-Oatey Helen. (2000)) rapport management, the authors analyze how business negotiators manage and interpret the notion of “being (in)direct” and its connection with linguistic politeness, facework and rapport construction in business discourse. The results reveal that there is no inherent connection between Chinese politeness and Chinese facework. Interpersonal rapport in business contexts is complex and dynamic owing to different communicative motives and business relations. The Chinese facework can be classified into self face and collective face at both non-professional and professional levels. The realizations of business requests embody business negotiators’ cognition of social and professional roles and sensitivity of interpersonal rapport, together with their evaluation of interactive contexts and linguistic forms, revealing the Chinese interpersonal communication system and discoursal rapport construction in business contexts.
The Social Functions of Advice Genre in Alasiosrjce
This research describes the social functions of advice genre in Alas. The objective of the research
was to examine seven subgenres of advice (sGA) under institutional and non-institutional headings. The
institutional heading consisted of (1) high and higher education, (2) marriage, and (3) profession and the
institutional one refered to (1) circumcision, (2) sickness, (3) death and (4) non formal educationor safety from
accident.The research designwas qualitative with embedded case study as its approach to knowthe Alas’ genre
and ideology. Validity of data analysis involved triangulation technique following the formula: if the meaning
(X) is found, then the expression (Y) is confirmed and if the expression (Y) is found, then the meaning (X) is
confirmed. The results showedthat the social functions of advicein Alas were to give guidance to act and react,
to inform the structural changes of advice, and to guide Alas people in their action and interaction.
Rift Valley University initially conceived as College, was established in Adama City of East Shawa Zone, Oromia National Regional State in October 2000 G.C, foreseeing the core values of good governance, commitment to quality services and community development, gender sensitivity, secularism and non-partisan, creativity, responsiveness, team work spirit, and work culture parallel to the nation’s development goals along with the purpose of producing competent, ethical and skilled manpower without making any distinction between people of different ethnic, religious, social, economic and political backgrounds.
After securing its legal personality, the then Rift Valley College strongly worked on the accreditation processes of its training and education programs from all regulatory bodies, and managed to get full accreditation from Higher Education Relevance and Quality Agency and Regional States TVET Agencies. Taking its flourishing capacity and quality service into account, the Ministry of Education, in collaboration with HERQA, granted the rank of University College in August 2007 G.C. This was not an easy task and a simple success story for the institution. The two regulatory bodies had conducted rigorous evaluation of the systems of the institution, physical facilities and learning resources of its campuses and faculties to come to decision of such status change. Afterwards, Rift Valley University College rigorously worked towards becoming a full-fledged university and realized itself as Rift Valley University in August 2014 G.C.
Currently, Rift Valley University being a pioneer and the largest Private Higher Learning Institution in Ethiopia has been delivering quality education to the citizens and foreigners who have lived in the country for different purposes. Furthermore, the University has 50 Campuses (among which Finfine Campus is one), 3 TVET Colleges and College of Open and Distance Education (32 accredited branches) with diversified fields of study across the country. Over the last two decades, thousands have joined and graduated with Technical and Vocational Education and Training (TVET), Bachelor’s degree, and Master’s degree that enabled them to support themselves and their families. Others have also managed to create their own jobs whereby they exhibited the merits of their training and education at Rift Valley University in fostering the already established development goals of the country.
Rift Valley University initially conceived as College, was established in Adama City of East Shawa Zone, Oromia National Regional State in October 2000 G.C, foreseeing the core values of good governance, commitment to quality services and community development, gender sensitivity, secularism and non-partisan, creativity, responsiveness, team work spirit, and work culture parallel to the nation’s development goals along with the purpose of producing competent, ethical and skilled manpower without making any distinction between people of d
PAGE 52What is Action ResearchViaA review of the Literat.docxgerardkortney
PAGE
52What is Action Research?
Via
A review of the Literature
A Dissertation Extract
By
Dr. George SlentzIf you choose to use this document as part of your research, use the following reference notation:Slentz, G.M. (2003). A collaborative action research approach to developing
statewide information standards supporting the Delaware education
network.
CHAPTER II
Literature Review
Inclusion Criteria
After determining the focus of this dissertation, several Wilmington College faculty members including academic advisors offered suggestions of relevant literature references. In addition to those recommendations, two annotated AR bibliographies by Dick (2002a & 2002b) provided a wealth of relevant material to review.
The Internet served as both an independent resource as well as a method to access EBSCOhost an electronic search engine which accesses numerous academic databases, such as Academic Search Premier, Masterfile, and Business Source Elite. Only articles that offered text availability through EBSCOhost were reviewed. Most Internet searches were conducted using www.Google.com an excellent, in depth publicly available search engine. In utilizing either EBSCOhost or Google, various combinations of search words were used. For example, one search would consist of “research and action” and the second “action research.” Since most search engines used, search, based on word sequence, interchanging the searching sequence of the words was essential. The searches centered in two specific topic areas: action research methodologies and information technology standards.
The Wilmington College Library provided some additional resources dealing with “research” and “researching techniques,” as well completed Wilmington College dissertations.
Overview of Action Research Literature
Action research literature was reviewed first, including definitions, methodologies, origins, and evolution. An in depth examination of AR literature revealed there was no universal AR methodology, but rather a confusing conglomeration of methodologies all alleged to be AR. In some instances, the differences were subtle, such as who identified the research setting, the researcher, or the client (Schein, 2001). In other more diverse examples, conflicting paradigms, epistemologies, and methodologies emerged (Heron & Reason, 1997). Swepson (1998) said, “I found some of the literature on the practice of action research to be contradictory and this left me confused about how to practice it” (p.2). Comments such as this one helped this researcher appreciate that other researchers were equally confused. The context of an AR study may appear disparate to different researchers. This lack of clarity and definition was quite common in AR literature, and these discrepancies often hindered understanding and comprehension of AR processes.
A variety of reasons for the shortcomings in AR discipline were identified: a lack of integration in the literature, de.
This article investigates how requests, either in direct or indirect forms, are associated with politeness strategies and facework in Chinese verbal business negotiations. Drawing on authentic data and Watts (2003) social models of politeness and (Kirkpatrick, 1991; Spencer-Oatey Helen. (2000)) rapport management, the authors analyze how business negotiators manage and interpret the notion of “being (in)direct” and its connection with linguistic politeness, facework and rapport construction in business discourse. The results reveal that there is no inherent connection between Chinese politeness and Chinese facework. Interpersonal rapport in business contexts is complex and dynamic owing to different communicative motives and business relations. The Chinese facework can be classified into self face and collective face at both non-professional and professional levels. The realizations of business requests embody business negotiators’ cognition of social and professional roles and sensitivity of interpersonal rapport, together with their evaluation of interactive contexts and linguistic forms, revealing the Chinese interpersonal communication system and discoursal rapport construction in business contexts.
The Social Functions of Advice Genre in Alasiosrjce
This research describes the social functions of advice genre in Alas. The objective of the research
was to examine seven subgenres of advice (sGA) under institutional and non-institutional headings. The
institutional heading consisted of (1) high and higher education, (2) marriage, and (3) profession and the
institutional one refered to (1) circumcision, (2) sickness, (3) death and (4) non formal educationor safety from
accident.The research designwas qualitative with embedded case study as its approach to knowthe Alas’ genre
and ideology. Validity of data analysis involved triangulation technique following the formula: if the meaning
(X) is found, then the expression (Y) is confirmed and if the expression (Y) is found, then the meaning (X) is
confirmed. The results showedthat the social functions of advicein Alas were to give guidance to act and react,
to inform the structural changes of advice, and to guide Alas people in their action and interaction.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Pride Month Slides 2024 David Douglas School District
Conversationanalysis 08l1
1. conversation analysis
The Blackwell Encyclopedia of Sociology Online
Anssi Peräkylä
Conversation analysis (CA) is a method for investigating the structure and process of social interaction between
humans. It focuses primarily on talk, but integrates also the nonverbal aspects of interaction in its research design. As
their data, CA studies use video or audio recordings made from naturally occurring interaction. As their results, CA
studies yield descriptions of recurrent structures and practices of social interaction. Some of these, such as turn taking
or sequence structure, are involved in all interaction, whereas others are more specific and have to do with particular
actions, such as asking questions or delivering and receiving news, assessments, or complaints. CA studies can focus
either on ordinary conversations taking place between acquaintances or family members, or on institutional encounters
where the participants accomplish their institutional tasks through their interaction. CA elucidates basic aspects of
human sociality that reside in talk, and it examines the ways in which specific social institutions are invoked in, and
operate through, talk.
CA was started by Harvey Sacks and his co-workers – most importantly Emanuel Schegloff and Gail Jefferson – at the
University of California in the 1960s. The initial formation of Sacks’s ideas is documented in his lectures from 1964 to
1972 (Sacks 1992a, 1992b). CA was developed in an intellectual environment shaped by Goffman's work on the moral
underpinnings of social interaction and Garfinkel's ethnomethodology focusing on the interpretive procedures
underlying social action. Sacks started to study the real-time sequential ordering of actions: the rules, patterns, and
structures in the relations between actions. Thereby, he made a radical shift in the perspective of social scientific
inquiry into social interaction: instead of treating social interaction as a screen upon which other processes (moral,
inferential, or others) were projected, Sacks started to study the very structures of the interaction itself (Schegloff
1992a: xviii).
Major Dimensions
There are perhaps three basic features shared by CA studies: (1) they focus on action, (2) the structures of which they
seek to explicate, and thereby (3) they investigate the achievement of intersubjective understanding. As general
research topics, these three would be shared by many "schools" of social science. The uniqueness of CA, however, is in
the way in which it shows how "action," "structure," and "intersubjectivity" are practically achieved and managed in
talk and interaction.
Action
Some CA studies have as their topics the organization of actions that are recognizable as distinct actions even from a
vernacular point of view. These include, for example, openings and closings of conversations, assessments, storytelling,
and complaints. Many CA studies have as their topic actions that are typical in some institutional environment.
Examples include questioning and answering practices in cross-examinations, news interviews and press conferences,
and diagnosis and advice in medical and pedagogical settings. Finally – but perhaps most importantly – many
conversation analytical studies focus on fundamental aspects of conversational organization that make any action
possible. These include turn-taking, repair (i.e., the ways of dealing with problems of hearing, speaking, or
understanding), the general ways in which sequences of action are built, and the ways in which the participants of
interaction manage their relation to the utterances through gaze and body posture.
Structure
In the CA view, human social action is thoroughly structured and organized. In pursuing their goals, the actors have to
orient themselves to rules and structures that make their actions possible.
Sacks et al. (1974) outlined the rules of turn taking in conversation. A current speaker is initially entitled to one turn
constructional unit (smallest amount of talk that in its sequential context counts as a turn). The participants in
interaction orient to the completion of such a unit as a transition-relevance place where the speaker change may occur.
A current speaker may select the next; if she does not do that, any participant can self-select at the transition-relevance
place; and if even that does not happen, the current speaker may (but need not) continue. The explication of these
simple rules has massive consequences for the analysis of social interaction, because virtually all spoken actions are
2. produced and received in the matrix provided by them. Many institutional settings involve specific applications of these
rules (Drew & Heritage 1992).
Single acts are parts of larger, structurally organized entities. These entities can be called sequences (Schegloff 2006).
The most basic and the most important sequence is called adjacency pair (Schegloff & Sacks 1973), consisting of two
actions in which the first action ("first pair part"), performed by one interactant, invites a particular type of second
action ("second pair part"), to be performed by another interactant. Typical examples of adjacency pairs include
question-answer, greeting-greeting, request-grant/refusal, and invitation-acceptance/declination. The relation between
the first and the second pair parts is strict and normative: if the second pair part does not come forth, the first speaker
can for example repeat the first action, or seek explanations for the fact that the second is missing.
Adjacency pairs serve often as a core, around which even larger sequences are built (Schegloff 2006). So, a pre-expansion
can precede an adjacency pair; an insert expansion involves actions that occur between the first and the
second pair parts and make possible the production of the latter; and in a post-expansion, the speakers produce actions
that follow from the basic adjacency pair.
Intersubjectivity
In CA studies, talk and interaction are examined as a site where intersubjective understanding concerning the
participants’ intentions, their state of knowledge, their relation, and their stance towards the talked-about objects is
created, maintained, and negotiated (Heritage & Atkinson 1984: 11).
The most fundamental level of intersubjective understanding – one that constitutes the basis for any other type of
intersubjective understanding – concerns the understanding of the preceding turn displayed by the current speaker. Just
like any turn at talk is produced in the context shaped by the previous turn, it also displays its speaker's understanding
of that previous turn (Sacks et al. 1974). Thus, in simple cases, producing a turn at talk that is hearable as an answer,
the speaker also shows that she understood the preceding turn as a question. Especially in longer utterances, the
recipient's understanding of, and stance towards, the co-participants’ action can be displayed through vocal and
nonvocal means during the production of that action, and this displayed understanding can inform the further unfolding
of that action (M.H. Goodwin 1980). In cases where the first speaker considers the understanding concerning his talk,
displayed in the second speaker's utterance, as problematic, the first speaker has an opportunity for correcting this
understanding in his or her subsequent talk (Schegloff 1992b).
An important aspect of intersubjective understanding concerns the context of the talk. This is particularly salient in
institutional interaction where the participants’ understanding of the institutional context of their talk is documented in
their actions (Drew & Heritage 1992). If the "institutional context" is relevant for interaction, it can be observed in the
details of the participants’ actions; for example, in their ways of giving and receiving information and asking and
answering questions.
Research Process
As their data, conversation analytical studies use video or audio recordings of naturally occurring social interaction.
Video and audio recordings give the researcher direct access to the details of social action, and they make it possible to
scrutinize the data over and over again. The focus on naturally occurring data entails that the researcher investigates
specimens rather than representations of the actual social action that he wants to understand. The video or audio
recordings are transcribed using a detailed notation. The notation of audio data was developed by Gail Jefferson and it
includes symbols for a wide variety of vocal and interactional phenomena. The transcription of visual data is less
standardized, except for a widely used notation for gaze direction developed by C. Goodwin (1981). The transcript is
not a substitute for the audio and video recordings: researchers recurrently return to the original recordings.
The analysis of the data proceeds from case-by-case examination of data, through creation of collections of phenomena
that become objects of study, towards the explication of the structural features of the phenomena. In this process, a
careful examination of deviant cases is of greatest importance.
Example
The conversation analytical transcription and some of its analytical concepts are exemplified in the following segment
taken from Pomerantz (1980).
01 B: Hello::,
02 A: HI:::.
03 B: Oh: hi:: 'ow are you Agne::s,
04 A: Fi:ne. Yer line's been busy.
3. 05 B: Yeuh my fu (hh) .hh my father's wife called me.
CA notation used in this segment includes:
. Period indicating falling intonation at the end of an utterance
, Comma indicating flat intonation at the end of an utterance
: Colon indicating prolongation of sound
a Underlining indicating emphasis
hh Row of h's indicating aspiration
.hh Row of h's preceded by a dot indicating inhalation
A Capital letters indicating louder volume than surrounding talk
As Schegloff (1986) has shown, the openings of telephone conversations, as the one above, usually consist of four short
sequences: (1) Summons (telephone ringing, not shown in the transcript) and answer (line 1); (2)
identification/recognition (accomplished in lines 1–3); (3) greetings (lines 2–3); (4) and "howareyou" sequence (lines
3–4). In a very dense form, these sequences establish the setting for the interaction and reinvoke the social relation
between the participants.
B's answer to the "howareyou" is, in line 4, followed by her assertion that A's line has been busy. The assertion is about
an event that the co-participant (A) has a privileged access to (as it was her line). Pomerantz shows how assertions of
this kind serve as "fishing devices" which cast their recipient in a position where it becomes relevant for him or her to
speak about the referred-to event. However, fishing takes place without the subject directly asking for information: the
recipient, if he or she will speak about the event, will volunteer the information. That is what B does in line 5, where
she tells who she was talking with. Pomerantz identified and explicated a particular form of social action that is
recurrently resorted to in ordinary conversation. Subsequent studies have shown how this generic sequence can be
made use of in eliciting clients’ talk in institutional encounters in psychiatric and counseling settings.
Current Areas of Expansion
Since the early 1990s the study of institutional interaction has proliferated. Medical interactions and interactions in the
media are currently among the most intensively researched settings; the study of technological working environments
(Heath & Luff 2000) has also been strongly influenced by the CA method. Another area of intensive study is the
interface between grammar and social interaction (Ochs et al. 1996), focusing on questions such as the construction of
turns and repair. Yet another area of expansion involves the exploration of the uses of prosody (Couper-Kuhlen &
Selting 1996) and gesture (Goodwing 2000; Stivers 2008) in social interaction. Recently, efforts have been made
towards a conceptual integration of CA findings and the psychological discussion on ‘theory of mind’ (Levinson 2006).
There is an ongoing debate concerning the applicability of quantitative techniques, along with qualitative ones, in CA
studies.
SEE ALSO: Conversation; Discourse; Ethnomethodology; Goffman, Erving; Quantitative Methods; Sacks, Harvey;
Sociolinguistics; Symbolic Interaction
REFERENCES AND SUGGESTED READINGS
Couper-Kuhlen, E. & Selting, M. (Eds.) (1996) Prosody in Conversation. Cambridge University
Press, Cambridge.
Drew, P. & Heritage, J. (1992) Analyzing Talk at Work: An Introduction. In: Drew, P. & Heritage,
J. (Eds.), Talk at Work: Interaction in Institutional Settings. Cambridge University Press,
Cambridge, pp. 3–65.
Goodwin, C. (1981) Conversational Organization: Interaction between Speakers and Hearers.
Academic Press, New York.
Goodwin, C. (2000) Gesture, Aphasia, and Interaction. In: McNeill, D. (Ed.), Language and
Gesture. Cambridge University Press, Cambridge, pp. 84–98.
Goodwin, M.H. (1980) : Processes of mutual monitoring implicated in the production of
description sequences. Sociological Inquiry 50: 303–317.
Heath, C. & Luff, P. (2000) Technology in Action. Cambridge University Press, Cambridge.
Heritage, J. (1984) Garfinkel and Ethnomethodology. Polity Press, Cambridge.
4. Heritage, J. & Atkinson, J. M. (1984) Introduction. In: Atkinson, J. M. & Heritage, J. (Eds.),
Structures of Social Action. Cambridge University Press, Cambridge, pp. 1–15.
Levinson, S.C. (2006) On the Human “Interaction Engine”. In Enfield, N.J. & Levinson, S.C.
(Eds.), Roots of Human Sociality. Berg, Oxford, pp.39-69.
Maynard, D. (2003) Bad News, Good News: Conversational Order in Everyday Talk and Clinical
Settings. University of Chicago Press, Chicago.
Ochs, E., Schegloff, E. A., & Thompson, S. A. (Eds.) (1996) Interaction and Grammar. Cambridge
University Press, Cambridge.
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