This document discusses challenges faced by international students conducting discourse analytic research in languages other than English, such as presenting foreign language data understandably. It also discusses linguistic glossing strategies, providing an example of glossing a conversation in German. Finally, it presents two case studies, one involving a mother-daughter conversation analyzed using a coding system, and the other involving analysis of social presence in an online learning situation.

1. Interlinear glossing for
multilingual research
KATE BEECHING
ASSOCIATE PROFESSOR, APPLIED LINGUISTICS
HEAD, INTERNATIONAL CORPUS LINGUISTICS
RESEARCH UNIT (ICLRU)
UWE, BRISTOL

2. International students and post-graduate
discourse analytic research
International students in the UK conducting discourse-
analytic research on languages other than English, either
at MA or PhD level, face four major hurdles:
a) understanding what is meant by „contributing to
knowledge‟;
b) applying „Anglo-Saxon‟ models in contexts in which
those models may be inappropriate or require
adaptation;
c) presenting foreign-language data in such a way as to be
understandable to supervisors and examiners who may
have no knowledge of their language;
d) (Academic) writing in English.

3. Linguistic glossing
a. Ed en Floor gaan samen-wonen
Ed and Floor go together-live INF
„Ed and Floor are going to live together‟
b. Maarten en Stefanie zijn uit elkaar
Maarten and Stefanie be out RECP
„Maarten and Stefanie have split up‟

4. Too much information… or not enough?
I will argue in this paper that:
 It is not always possible for non-linguistically trained
students/researchers to give detailed morphologically
glosses;
 Morphological glosses do not provide us with the
pragmatic information we need in studies of everyday
interactional (and intercultural) communication
 > flexible glossing strategies which are fit for purpose
AND
 > discursive explanations of language used in context.

5. Case Study 1
„Negotiating nurturance and autonomy: a mother-
daughter case study‟
 MA ICC dissertation student
 Native speaker of German
 Writing in English and drawing on substantial
amounts of literature/analytical and classificatory
frameworks in English
 Data in German

6. Methodology
 Record conversations between „the mother‟ and „the
daughter‟
 Transcribe critical incidents – in this case, the
daughter announcing that she is leaving home and
moving to Kiel, and that she won‟t be home for the
annual „curly kale hike‟
 Coding the data, using Penman‟s categorisation
system for power and involvement

7. Penman‟s (1980) psychological categorisation
system: manifest level

8. Penman‟s (1980) psychological categorisation
system: latent level

9. Mapping of the manifest onto the latent level

10. Returning unexpectedly from Kiel
1. Ju: Ello AV
2. Ma: (2.) Hello AV
3. Ju: < laugh > AV
4. Ma: Oh AS/ CN … Blocks … Assert
5. Ju: = Oh (repetition)
AS/ RS …. Blocks…. Maintain
6. Ma: = Where are you coming from?
AS/ CN …. Blocks…. Assert
7. Ju: = Upstairs AV/ EV … Severs … Ignores
8. Ma: = Oh really DS/ RS … Blocks …Maintains
9. Ju: Nyes AV/ AB …Blocks … Ignores

11. Original German in the Appendix
1. Ju: Ello
2. Ma: (2.) Hallo
3. Ju: < laugh >
4. Ma: Ach
5. Ju: = Ach (repetition)
6. Ma: // Wo kommst‟n du her?
7. Ju: = Von oben
8. Ma: = Ach
9. Ju: Njaa

12. Ambiguity of „Ach‟: dictionary definitions
 „Ach‟ = „Oh [dear]‟ (sympathetic)
 „Ach‟ = „Oh‟ (feeling sorry, surly)
 „Ach‟ = „Ah, Alas [dated]‟
(complaining, moaning)
 „Ach‟ = „Oh‟ (surprised)
 „Ach ja?/ Ach wirklich?‟ = „Oh really?‟
 „Ach der!„ = „Oh him!„
 „Ach so!„ = „I see!
 „Ach nein!‟ = „No, no‟
 „Ach was!/ Ach wo!‟ = „Of course not‟

13. Line-by-line gloss in English
German English gloss
1. Ju: Ello „Ello‟
2. Ma: (2.) Hallo „Hallo‟
3. Ju: < laugh > < laugh >
4. Ma: Ach „Oh‟
5. Ju: = Ach (repetition) „Oh‟ (repetition)
6. Ma: // Wo kommst‟n du her? „Where have you been? ‟
7. Ju: = Von oben „Upstairs‟
8. Ma: = Ach „Oh‟
9. Ju: Njaa „Nyes‟

14. Case Study 2
„Social presence in an online learning situation‟
 PhD student
 Native speaker of Chinese
 Writing in English and drawing on substantial
amounts of literature/analytical and classificatory
frameworks in English
 Some data in Chinese

15. Methodology
Mixed method approach to find out the differences in
social presence in the voice-chat and text-chat fora:
 Questionnaires
 Interviews
 Content analysis of data collected in the voice-chat
and text-chat fora

16. Social Presence Categories & Indicators
(King and Ellis 2009:4)
Categories Indicators
Affective • Expression of emotions (AE)
A • Use of humor (AU)
• Self-disclosure (AS)
Communicative • Continuing a thread (OC)
Reinforcement • Quoting from others’ messages (OQ)
Interactive • Referring explicitly to others’ messages (OR)
Responses • Asking questions (OA)
(Open Communication) • Complimenting, expressing appreciation
O (OCE)
• Expressing agreement (OE)
Cohesive • Vocatives (CV)
C • Addresses or refers to the group using inclusive pronouns (CA)
• Phatics, salutations (CP)

17. The interaction analysis of a voice-based
chat activity
A: Can you hear me? [OA]
B: Yeah, I can. [OE]
A: So how‟s your homework? Hehe. [OA][AE]
B: Hehe. Well-done. Well-done. [AE][OCE]
A: Oh.
B: 亲爱的，你报名了吗？
“My dear, have you got registered?” [OA]
A: 什么东西？
“For what?” [OA]
B: 考试，预约考试。
“The exam, for the final exam.” [OC]
A: Yeah, I did that. [OC]
你预约了吗？
“And you?” [OA]
B: Yeah. [OC]

18. However…
One of the longest extracts which Wu has transcribed from the voice-chat
forum includes the following:
As they passed down the aisle of the coach, the only empty seat was one facing
the young women. Here the linked pair seated themselves. The woman
quickly glanced at them with disinterest. Then with a lovely smile, she held
out a hand and spoke:
A: "Well, Mr. Easton, if you will make me speak first, I suppose I must. Don't
you ever say hello to old friends when you meet them in the west?"
A: (change to a different voice) "It's Miss Fairchild," "I'll ask you to excuse
the other hand. I'm not able to use it just at present."
B: "You'll excuse me for speaking, miss. But I see you know the marshal
here. If you'll ask him to speak a word for me when we get to the pen, he'll
do it. It'll make things easier for me there. He's taking me to Leavenworth
Prison. It's seven years for counterfeiting."

19. Unexpected uses of the voice-based chat-room
 (When I transcribe the voice chat talk between two students, I
find it‟s a practice session for them to read a play in the voice-
based chat room. Our online school organised an activity to
promote English learning among students. Students can
choose to read a text from the textbook or read a play. It‟s a
competition. Students send their reading files to our platform.
Teachers will download the files and listen to them. Those
students who are judged to be good will get a reward.
 The extract is a practice session for the two students. There
are three roles in the play, but because one student didn‟t
have time to attend this session, one student read two roles.
The problem is that it‟s difficult to code them, especially the
reading part, with the social presence categories and
indicators.)

20. Anglo-Saxon versus Chinese learners‟ behaviour
patterns and the need to adjust A-S models
A:… So what are the three circles about? And what is this Braj Kachru? Why he is so
famous or he is so important in linguistic area and can you speak in detail about this
three circles theory. Yufang, you have read this part, three circles?
B: Yeah, yeah.
A: Can you give us a very brief introduction to me as well as Limin?
B: Ok. The three circles idea about inner circle, outer circle and expanding circle. Inner
circle is about native speakers who were born in Britain.
A: En…
B: and North America, Australia, New Zealand, South Africa and are of British accent.
En, the outer circle is about people whose English, another, I am sorry. Inner circle
is about people speaking English as their mother tongue.
A: Good. Yeah.
B: Inner circles, even they think and write.
A: En...ha..
B: But outer circle is places like India, Hong Kong where English is taught in school
and it is for purpose of international business and somehow for official business
within their country.

21. Writing (academic) English
 Whereas the daughter‟s level of power and involvement
due to avoidance is still low on the manifest scale, the
mother‟s reaction shows a positive position to the
daughter in that she pities (1) that her daughter will not
be taking part in the curly kale hike. While there is no
explicit category for expressions of regret or pity (2) , the
mother‟s „Oh‟ is coded as „Agree‟ as it confirms the
relationship of the two in a positive manner but
somewhat neutral level of power.
 (1) is genuinely disappointed
 (2) I think you mean disappointment? (cf „Wie schade!‟ ?)

22. Edit the following?
The slight approach of the mother is then answered
with another „Agree‟ of the daughter in that she tries
to reconcile her annihilation of the family meeting
that it‟s just due to money that she cannot come to
the gathering.

23. Possible rewording
 The mother moves tentatively closer to the daughter
and is answered with another „Agree‟ from the
daughter who tries to soften her refusal to join in the
family walk by saying that it‟s just due to money that
she cannot come to the gathering.

24. Researching multilingually
 Is stimulating and rewarding
 Requires flexibility and the ability to negotiate
meaning
 Is hard work for student and supervisor
 Interlinear glossing is essential
 But does not preclude discursive explanation of
context and interpretation
 And the supervisor‟s help with expression in English

25. Coda – Ezra Pound
The Jewel Stairs’ Grievance
李 白
By Li Bai 却 下 水 晶 帘，
玉 阶 生 白 露， (Chinese original) que xia shui jing lian
yu jie sheng bai lu (Chinese pinyin) kiaku ka hui sho ran
gioku kai sei haku to (Japanese pinyin) let down water crystal curtain
jewel step grow white dew (Fenollosa‟s So I let down the crystal curtain
notes)
And I let down the crystal curtain
The jewel stairs have already become white with dew
(Fenollosa‟s version) She lets down the crystal blind
The jewelled steps are already quite white with She lowers then the cristal screen,
dew,
(Pound’s version) 玲 珑 望 秋 月。
Upon the jade steps white dews grow. (Yip‟s version) ling long wang qiu yue
The marble steps with dew grow white, (Wan Zhaofeng‟s rei ro bo shu setsu
version) transparent clear look out autumn moon
And still look at the high-moon shining beyond
夜 久 侵 罗 袜。 And watch the moon through the clear autumn.
ye jiu qin luo wa To watch, glass-clear, the autumn moon.
ya kiu shin ra hitsu And gazes at the moon, pale and bright.
night long permeate gauze stocking
For gone in the night, the dew has come into my gauze sock
It is so late that the dew soaks my gauze
stockings,
It is late. Gauze stockings are dabbled.
It soaks her gauze socks late at night.

26.  Pound‟s note: Jewel stairs, therefore a palace.
Grievance, therefore there is something to complain
of. Gauze stockings, therefore a court lady, not a
servant who complains. Clear autumn, therefore he
has no excuse on account of weather. Also she has
come early, for the dew has not merely whitened the
stairs, but has soaked her stockings. The poem is
especially prized because she utters no direct
reproach.（Pound, Ezra 「1915」 (2003) Ezra
Pound: Poems & Translation, New York: Literary
Classics of the United States, Inc.,252）