emcawiki - User contributions [en]

Kreplak2019

2019-12-13T09:11:26Z

Clair-AntoineVeyrier:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Yaël Kreplak;
|Title=Quelle sorte d'entité matérielle est une œuvre d'art ?
|Tag(s)=EMCA; restoration; Art handing; storage
|Key=Kreplak2019
|Year=2019
|Language=French
|Journal=Images Re-vues
|Volume=7
|Number=Hors série
|URL=http://journals.openedition.org/imagesrevues/6396
|Abstract=In this paper I consider artworks’ materiality not as a historical, methodological or theoretical issue (a research problem) but as a practical problem, faced by museum professionals, who, in their everyday business with artworks, have to negotiate, determine and redefine the material properties of the objects they are in charge of. Drawing on materials collected through an ethnography of conservation practices at the contemporary department at the French National Museum of Modern Art (MNAM - Centre Pompidou), and focusing on the management of a particular artwork from the collection, Le Magasin de Ben, I wish to address the question “what kind of material entity is an artwork” as a practical, situated and circumstantial matter, so as to demonstrate the multiplicity of perspectives and practices through which artworks are defined, experienced and constituted in the museum.

Dans cet article, je propose d’aborder la question de la matérialité des œuvres non comme une problématique historique, méthodologique ou théorique (un problème de chercheur), mais comme un problème pratique : celui des professionnels de la conservation, qui, dans le cours de leurs activités ordinaires avec les œuvres, sont amenés à négocier, déterminer, redéfinir les propriétés matérielles des œuvres dont ils ont la responsabilité. En m’appuyant sur des observations faites lors d’une enquête ethnographique auprès des professionnels du Musée national d’art moderne en charge des œuvres contemporaines des collections, j’examine en particulier les opérations effectuées sur une œuvre (Le Magasin de Ben). Ce cas me permet de montrer comment cette question (quelle sorte d’entité matérielle est une œuvre ?) trouve des réponses toujours particulières et situées, qui rendent compte des multiples perspectives sous lesquelles les œuvres d’art sont envisagées et des différentes activités par lesquelles elles sont constituées dans l’institution muséale.
}}

Kreplak2019

2019-12-13T09:07:40Z

Clair-AntoineVeyrier: BibTeX auto import 2019-12-13 09:07:40

{{BibEntry
|Key=Kreplak2019
|Key=Kreplak2019
|Title=Quelle sorte d'entité matérielle est une œuvre d'art
|Author(s)=Ya\el Kreplak;
|Tag(s)=
|BibType=ARTICLE
|Year=2019
|Journal=Images Re-vues
|Volume=7
|Number=Hors série
|URL=http://journals.openedition.org/imagesrevues/6396
}}

ColondeCarvajal2019

2019-04-18T13:02:56Z

Clair-AntoineVeyrier:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Isabel Colón de Carvajal;
|Title=Contextualisations d'extraits de jeux vidéo et prises en compte des ressources multimodales pour une analyse des pratiques interactionnelles entre joueurs
|Tag(s)=EMCA; constraint for academic presentation; constraint for analysis; interaction; multimodal resources; pratices; videogames
|Key=ColondeCarvajal2019
|Year=2019
|Language=French
|Month=mar
|Journal=Corela
|Number=HS-27
|URL=http://journals.openedition.org/corela/7682
|DOI=10.4000/corela.7682
|Abstract=Our research is embedded in the theoretical issues of ethnomethodology and conversational analysis. Our interest is above all to analyze the interactional practices between players in a video game situation (Colón de Carvajal, 2013, 2016, Mondada, 2011, 2012, Piirainen-Marsh \& Tainio, 2009a and b); and on the other hand, to compare different games in terms of their interactional organization (participation frameworks) as well as their sequential and multimodal structure (the organization of space and the management of objects). From the practices of players, we question the problems and constraints encountered, on the one hand during the analysis of these data in a video game situation, and on the other hand during academic presentations of our research. A work in progress on encouragement's and instruction's sequences in interactions between players, allows to show that it is essential to contextualize the type of game played, its rules, its specific options, the relationships between players, the roles of each player at the moment of the extract, and also the current actions in the universe of the game itself (a falling object, a touched avatar, etc.) that would give meaning to the analysis. These contextualizations and these considerations of multimodal resources make it possible to explain and describe more clearly and objectively the linguistic phenomenon, the action or the problem analyzed.

Notre travail s'inscrit dans les ancrages théoriques de l'ethnométhodologie et de l'analyse conversationnelle. Notre intérêt est avant tout d'analyser les pratiques interactionnelles entre joueurs en situation de jeux vidéo (Colón de Carvajal, 2013, 2016 ; Mondada, 2011, 2012 ; Piirainen–Marsh \& Tainio, 2009a et b) ; et d'autre part, de comparer différents jeux sur le plan de leur organisation interactionnelle (les cadres de participation) ainsi que leur structure séquentielle et multimodale (l'organisation de l'espace et la gestion des objets). Á partir des pratiques de joueurs, nous questionnons les problèmes et contraintes rencontrés, d'une part lors des analyses de ces données en situation de jeux vidéo, et d'autre part lors de présentations académiques de nos recherches. Une étude en cours, sur les séquences d'encouragement et d'instruction dans les interactions entre joueurs, nous permet de montrer qu'il est indispensable de contextualiser le type de jeu joué, ses règles, ses options spécifiques parfois, les relations entre les joueurs, les rôles de chacun à l'instant de l'extrait, et aussi les actions en cours dans l'univers du jeu lui-même (un objet qui tombe, un avatar touché, etc.) qui donneraient du sens à l'analyse. Ces contextualisations et prises en compte des ressources multimodales permettent d'expliquer et de décrire plus clairement et objectivement le phénomène linguistique, l'action ou encore la problématique analysée.
}}

Verdier2019

2019-04-18T13:02:33Z

Clair-AntoineVeyrier:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Maud Verdier;
|Title=La contextualisation : un problème étique ?
|Tag(s)=(participation) frame; EMCA; contextualisation; contextualisation cues; conversation analysis; emic; etic; performance; theatre
|Key=Verdier2019
|Year=2019
|Language=French
|Month=mar
|Journal=Corela
|Number=HS-27
|URL=http://journals.openedition.org/corela/7613
|DOI=10.4000/corela.7613
|Abstract=Properly describing the meaning of a term or a statement, often involves using co-text or context. Linguists must then resort to authentic corpora and propose contextualization procedures. This approach, which can rightly be described as etic, is far from sufficient. One needs to take into account the strategies of contextualization and recontextualization by the speakers themselves, undoubtedly linked to metalinguistic and metapragmatic competence. Contextualization is therefore also an emic issue. Based on an ethnographic fieldwork conducted in a theatre, including the audiovisual recording of theatre rehearsals, this article explores the situations when actors/actresses and stage directors, facing issues around texts' interpretation, rely on contextualization. By reviewing the emergence of contextualization practices, the author emphasizes their collective dimension.

Décrire adéquatement la signification d'un terme, ou d'un énoncé, suppose souvent de faire appel au co-texte ou au contexte. Le linguiste doit alors recourir à des corpus authentiques et proposer des procédures de contextualisation. Une telle démarche, que l'on peut à bon droit qualifier d'étique, est loin d'être suffisante. Elle ne tient pas compte des stratégies de contextualisation et de recontextualisation des discours par les locuteurs eux-mêmes, sans aucun doute liées à l'existence d'une compétence métalinguistique et métapragmatique. La contextualisation est donc aussi un problème émique. Dans le cadre d'une enquête ethnographique au sein d'une troupe de théâtre, incluant l'observation et l'enregistrement audiovisuel des différentes activités des comédiens, on s'est intéressé aux phases de travail théâtral – lecture à la table et répétitions – pendant lesquelles les participants se confrontent à des textes qui leur posent des difficultés d'interprétation. Face à des énoncés dont la signification ne fait pas nécessairement problème, mais dont le sens en contexte peut sembler problématique, les comédiens et les metteurs en scène sont amenés à devoir recontextualiser. Nous étudierons ces pratiques de contextualisation, leur émergence – soit parce que les participants l'exigent, soit parce que les locuteurs eux-mêmes en éprouvent la nécessité pour parvenir à une pertinence communicative plus forte – en en soulignant la dimension collective.
}}

Verdier2019

2019-04-18T13:01:12Z

Clair-AntoineVeyrier: BibTeX auto import 2019-04-18 01:01:12

{{BibEntry
|Key=Verdier2019
|Key=Verdier2019
|Title=La contextualisation : un problème étique ?
|Author(s)=Maud Verdier;
|Tag(s)=(participation) frame; EMCA; contextualisation; contextualisation cues; conversation analysis; emic; etic; performance; theatre
|BibType=ARTICLE
|Year=2019
|Month=mar
|Journal=Corela
|Number=HS-27
|URL=http://journals.openedition.org/corela/7613
|DOI=10.4000/corela.7613
|Abstract=Properly describing the meaning of a term or a statement, often involves using co-text or context. Linguists must then resort to authentic corpora and propose contextualization procedures. This approach, which can rightly be described as etic, is far from sufficient. One needs to take into account the strategies of contextualization and recontextualization by the speakers themselves, undoubtedly linked to metalinguistic and metapragmatic competence. Contextualization is therefore also an emic issue. Based on an ethnographic fieldwork conducted in a theatre, including the audiovisual recording of theatre rehearsals, this article explores the situations when actors/actresses and stage directors, facing issues around texts' interpretation, rely on contextualization. By reviewing the emergence of contextualization practices, the author emphasizes their collective dimension. Décrire adéquatement la signification d'un terme, ou d'un énoncé, suppose souvent de faire appel au co-texte ou au contexte. Le linguiste doit alors recourir à des corpus authentiques et proposer des procédures de contextualisation. Une telle démarche, que l'on peut à bon droit qualifier d'étique, est loin d'être suffisante. Elle ne tient pas compte des stratégies de contextualisation et de recontextualisation des discours par les locuteurs eux-mêmes, sans aucun doute liées à l'existence d'une compétence métalinguistique et métapragmatique. La contextualisation est donc aussi un problème émique. Dans le cadre d'une enquête ethnographique au sein d'une troupe de théâtre, incluant l'observation et l'enregistrement audiovisuel des différentes activités des comédiens, on s'est intéressé aux phases de travail théâtral – lecture à la table et répétitions – pendant lesquelles les participants se confrontent à des textes qui leur posent des difficultés d'interprétation. Face à des énoncés dont la signification ne fait pas nécessairement problème, mais dont le sens en contexte peut sembler problématique, les comédiens et les metteurs en scène sont amenés à devoir recontextualiser. Nous étudierons ces pratiques de contextualisation, leur émergence – soit parce que les participants l'exigent, soit parce que les locuteurs eux-mêmes en éprouvent la nécessité pour parvenir à une pertinence communicative plus forte – en en soulignant la dimension collective.
}}

ColondeCarvajal2019

2019-04-18T13:01:11Z

Clair-AntoineVeyrier: BibTeX auto import 2019-04-18 01:01:11

{{BibEntry
|Key=ColondeCarvajal2019
|Key=ColondeCarvajal2019
|Title=Contextualisations d'extraits de jeux vidéo et prises en compte des ressources multimodales pour une analyse des pratiques interactionnelles entre joueurs
|Author(s)=Isabel Colón de Carvajal;
|Tag(s)=EMCA; constraint for academic presentation; constraint for analysis; interaction; multimodal resources; pratices; videogames
|BibType=ARTICLE
|Year=2019
|Month=mar
|Journal=Corela
|Number=HS-27
|URL=http://journals.openedition.org/corela/7682
|DOI=10.4000/corela.7682
|Abstract=Our research is embedded in the theoretical issues of ethnomethodology and conversational analysis. Our interest is above all to analyze the interactional practices between players in a video game situation (Colón de Carvajal, 2013, 2016, Mondada, 2011, 2012, Piirainen-Marsh \& Tainio, 2009a and b); and on the other hand, to compare different games in terms of their interactional organization (participation frameworks) as well as their sequential and multimodal structure (the organization of space and the management of objects). From the practices of players, we question the problems and constraints encountered, on the one hand during the analysis of these data in a video game situation, and on the other hand during academic presentations of our research. A work in progress on encouragement's and instruction's sequences in interactions between players, allows to show that it is essential to contextualize the type of game played, its rules, its specific options, the relationships between players, the roles of each player at the moment of the extract, and also the current actions in the universe of the game itself (a falling object, a touched avatar, etc.) that would give meaning to the analysis. These contextualizations and these considerations of multimodal resources make it possible to explain and describe more clearly and objectively the linguistic phenomenon, the action or the problem analyzed. Notre travail s'inscrit dans les ancrages théoriques de l'ethnométhodologie et de l'analyse conversationnelle. Notre intérêt est avant tout d'analyser les pratiques interactionnelles entre joueurs en situation de jeux vidéo (Colón de Carvajal, 2013, 2016 ; Mondada, 2011, 2012 ; Piirainen–Marsh \& Tainio, 2009a et b) ; et d'autre part, de comparer différents jeux sur le plan de leur organisation interactionnelle (les cadres de participation) ainsi que leur structure séquentielle et multimodale (l'organisation de l'espace et la gestion des objets). Á partir des pratiques de joueurs, nous questionnons les problèmes et contraintes rencontrés, d'une part lors des analyses de ces données en situation de jeux vidéo, et d'autre part lors de présentations académiques de nos recherches. Une étude en cours, sur les séquences d'encouragement et d'instruction dans les interactions entre joueurs, nous permet de montrer qu'il est indispensable de contextualiser le type de jeu joué, ses règles, ses options spécifiques parfois, les relations entre les joueurs, les rôles de chacun à l'instant de l'extrait, et aussi les actions en cours dans l'univers du jeu lui-même (un objet qui tombe, un avatar touché, etc.) qui donneraient du sens à l'analyse. Ces contextualisations et prises en compte des ressources multimodales permettent d'expliquer et de décrire plus clairement et objectivement le phénomène linguistique, l'action ou encore la problématique analysée.
}}

Main Page

2019-02-08T14:18:09Z

Clair-AntoineVeyrier: Latest 2018/2019

{{Div col|rules=no}}
Welcome to the EM/CA wiki
''Send EM/CA [[news]], [[conferences]], [[jobs]] & [[training]] opportunities to [mailto:announce@emcawiki.net announce@emcawiki.net], bibliography entries to [mailto:admins@emcawiki.net admins@emcawiki.net].
 Please send any editorial queries to [mailto:editors@emcawiki.net editors@emcawiki.net]''
{{#widget:Twitter Follow Button
|user=EMCA_news
}} for news or
{{#widget:Twitter Follow Button
|user=EMCAwiki
}} for new [[EMCA _bibliography_database | bibliography]] entries.
{{Div col end}}
== Announcements ==
{{Div col|rules=yes}}

{{#ask:[[Category:Announcements]]
[[AnnTo::>{{CURRENTYEAR}}-{{CURRENTMONTH}}-{{CURRENTDAY}}]]
|?#
|?AnnType
|?AnnSubmissionDeadline
|format=ul
|limit=10
|sort=AnnFrom, AnnSubmissionDeadline
|order=ascending
|headers=hide
|searchlabel=
|sep=,
|template=AnnList
}}
{{#ask:[[Category:Announcements]]
|mainlabel=-
|?AnnShortSummary
|?AnnWebLink
|format=feed
|limit=300
|sort=Modification date
|order=descending
|title=EMCAwiki Announcements
|description=Latest announcements from EMCAwiki.net
}}
| Check the [[News]] page for more feeds.

 
=== Recent publications ===
Latest five 2018/2019 additions to the [[EMCA bibliography database]]:

{{#ask:[[Category:BibEntry]]
[[BibYear::>2018]]
|?#
|?BibAuthor
|?BibYear
|?BibTitle
|?Modification date
|format=ul
|limit=5
|link=subject
|sort=Modification date
|order=descending
|headers=hide
|searchlabel=
|sep=,
|template=NewsList
}}

{{Div col end}}
----------
<center>Check the '''[[News]]''', '''[[Conferences]]''', '''[[Jobs]]''', '''[[Calendar]]''', and '''[[Training]]''' pages for more</center>
== Resources ==
{{Div col|rules=yes}}
* [[People]]
* [[EMCA Organizations]]
* [[EMCA book publishers]]
* [[Journals that publish EMCA]]
* [[EMCA personal web pages]]
* [[EMCA Online Discussion]]
* [[Where to study EMCA]]
* [[EMCA-relevant Media]]
* [[Transcription Resources|Resources for transcription]]
* [[EMCA Teaching resources|Teaching Resources]]
* [[Data collection|Data recording/collection]]
* [[Example CA Study Protocols]]
* [[Resources|More resources]]

 

* '''[[EMCA bibliography database]]'''
** [[Basic resources and debates tag]]
** [[General EMCA tag]]
** [[Membership categorization analysis tag]]
** [[Interactional linguistics tag]]
** [[Discursive psychology tag]]
** [[Related interaction studies tag]]
** [[Medical EMCA tag]]
** [[EMCA books database]]
{{Div col end}}

{{#seo:
|title=EMCA Wiki Home
|titlemode=replace
|keywords=Ethnomethodology, Conversation Analysis, Goffman, Garfinkel, Sacks, Jefferson, Schegloff, Sociology, Anthropology, Linguistics, Cognitive Science, Applied Linguistics, Research Methodology
|description=EM/CA Wiki offers information on Ethnomethodology and Conversation Analysis.
}}
__NOEDITSECTION__

BrownLaurier2017

2019-02-08T09:22:43Z

Clair-AntoineVeyrier:

{{BibEntry
|BibType=INPROCEEDINGS
|Author(s)=Barry Brown; Eric Laurier;
|Title=The Trouble with Autopilots
|Tag(s)=Car driving; EMCA
|Key=BrownLaurier2017
|Year=2017
|Language=English
|Journal=Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems - CHI '17
|Pages=416–429
|URL=http://dl.acm.org/citation.cfm?doid3025453.3025462
|DOI=10.1145/3025453.3025462
|ISBN=9781450346559
|Abstract=As self-driving cars have grown in sophistication and ability, they have been deployed on the road in both localised tests and as regular private vehicles. In this paper we draw upon publicly available videos of autonomous and assisted driving (specifically the Tesla autopilot and Google self-driving car) to explore how their drivers and the drivers of other cars interact with, and make sense of, the actions of these cars. Our findings provide an early perspective on human interaction with new forms of driving involving assisted-car drivers, autonomous vehicles and other road users. The focus is on social interaction on the road, and how drivers communicate through, and interpret, the movement of cars. We provide suggestions toward increasing the transparency of autopilots' actions for both their driver and other drivers.
}}

BrownLaurier2017

2019-02-08T09:22:32Z

Clair-AntoineVeyrier:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Barry Brown; Eric Laurier;
|Title=The Trouble with Autopilots
|Tag(s)=Car driving; EMCA
|Key=BrownLaurier2017
|Year=2017
|Language=English
|Journal=Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems - CHI '17
|Pages=416–429
|URL=http://dl.acm.org/citation.cfm?doid3025453.3025462
|DOI=10.1145/3025453.3025462
|ISBN=9781450346559
|Abstract=As self-driving cars have grown in sophistication and ability, they have been deployed on the road in both localised tests and as regular private vehicles. In this paper we draw upon publicly available videos of autonomous and assisted driving (specifically the Tesla autopilot and Google self-driving car) to explore how their drivers and the drivers of other cars interact with, and make sense of, the actions of these cars. Our findings provide an early perspective on human interaction with new forms of driving involving assisted-car drivers, autonomous vehicles and other road users. The focus is on social interaction on the road, and how drivers communicate through, and interpret, the movement of cars. We provide suggestions toward increasing the transparency of autopilots' actions for both their driver and other drivers.
}}

BrownLaurier2017

2019-02-08T09:21:05Z

Clair-AntoineVeyrier: BibTeX auto import 2019-02-08 09:21:03

{{BibEntry
|Key=BrownLaurier2017
|Key=BrownLaurier2017
|Title=The Trouble with Autopilots
|Author(s)=Barry Brown; Eric Laurier;
|Tag(s)=
|ISBN=9781450346559
|BibType=ARTICLE
|Year=2017
|Journal=Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems - CHI '17
|Pages=416–429
|URL=http://dl.acm.org/citation.cfm?doid3025453.3025462
|DOI=10.1145/3025453.3025462
|Abstract=As self-driving cars have grown in sophistication and ability, they have been deployed on the road in both localised tests and as regular private vehicles. In this paper we draw upon publicly available videos of autonomous and assisted driving (specifically the Tesla autopilot and Google self-driving car) to explore how their drivers and the drivers of other cars interact with, and make sense of, the actions of these cars. Our findings provide an early perspective on human interaction with new forms of driving involving assisted-car drivers, autonomous vehicles and other road users. The focus is on social interaction on the road, and how drivers communicate through, and interpret, the movement of cars. We provide suggestions toward increasing the transparency of autopilots' actions for both their driver and other drivers.
}}

GSLI Symposium 2019

2018-12-21T09:29:32Z

Clair-AntoineVeyrier: Created page with "{{Announcement |Announcement Type=Symposium |Full title=Groningen Symposium on Language and Social Interaction, University of Groningen, May 24th, 2019 |Short title=GLSI2019 |..."

{{Announcement
|Announcement Type=Symposium
|Full title=Groningen Symposium on Language and Social Interaction, University of Groningen, May 24th, 2019
|Short title=GLSI2019
|Short summary=#cfp #EMCA Groningen Symposium on Language and Social Interaction (#GLSI2019), University of Groningen, May 24th, 2019, DL: Frebrurary 15th 2019
|Announcement text=Call for papers

'''GSLI Symposium 2019'''

May 24th, 2019

University of Groningen, Center for Language and Cognition Groningen, The Netherlands

'''Keynote speaker''': Prof Jan Svennevig (University of Oslo)

The fourth Groningen Symposium on Language and Social Interaction (GSLI) will be organized by the University of Groningen, Center for Language and Cognition on May 24th, 2019. The symposium aims to bring together scholars interested in language and social interaction in everyday and institutional settings to present and discuss their work with colleagues from different (international) universities.

GSLI welcomes contributions for 20-minute presentations followed by 10 minutes for questions on any topic investigating language and social interaction. Abstracts should not exceed 3000 characters including spaces (around 400 words), and can be uploaded till February 15th , 2019 via www.gsli.nl.

We look forward to welcoming you to the fourth Groningen Symposium on Language and Social Interaction!
|Year=2019
|Categories (tags)=Uncategorized;
|From date=2019/05/24
|To date=2019/05/24
|Address=University of Groningen
|Abstract due=2019/02/15
|Submission deadline=2019/02/15
}}

Working up – and working with – video data in EMCA today and tomorrow Stockholm 2019

2018-12-19T09:07:43Z

Clair-AntoineVeyrier:

{{Announcement
|Announcement Type=Workshop, Symposium
|Full title=Working up – and working with – video data in EMCA today and tomorrow Stockholm 2019
|Short title=Video in EMCA
|Short summary=One-day #seminar "Working up – and working with – video data in #EMCA, today and tomorrow…", Stockholm University, March 4th, 2019
|Announcement text='''Working up – and working with – video data in EMCA,today and tomorrow…'''

'''One-day seminar, Stockholm University, March 4th, 2019'''

The seminar aims to bring together scholars from Sweden and beyond, and encourage discussion about video-based research in the perspective of ethnomethodology and conversation analysis. What are the current methods, from data collection to publication and dissemination? Which topic and settings have been covered? How do these methods and topics change and what could new directions be? As grist to the mill and as a starting point to collective discussion, we will welcome talks from six distinguished scholars from the field:

*Eric Laurier
*Helen Melander
*Asta Cekaite
*Christian Licoppe
*Leelo Keevallik
*Oskar Lindwall

The event will take place at Stockholm University’s Department of Computer and System Sciences (DSV) on Monday, March 4th, 2019. Information about the specific location will be given later.

So that we can welcome everyone properly (with coffee breaks and lunch), please let us know as soon as possible if you plan to attend. We look forward to welcome many of you at DSV for exciting discussions and new adventures in video data!

Organizer: Sylvaine Tuncer, PhD

Department of Computer and Systems Sciences

Stockholm University

sylvaine @ dsv.su.se
|Year=2019
|Categories (tags)=Uncategorized;
|From date=2019/03/04
|To date=2019/03/04
}}

Working up – and working with – video data in EMCA today and tomorrow Stockholm 2019

2018-12-19T09:03:23Z

Clair-AntoineVeyrier:

{{Announcement
|Announcement Type=Workshop, Seminar
|Full title=Working up – and working with – video data in EMCA today and tomorrow Stockholm 2019
|Short title=Video in EMCA
|Short summary=One-day #seminar "Working up – and working with – video data in #EMCA, today and tomorrow…", Stockholm University, March 4th, 2019
|Announcement text='''Working up – and working with – video data in EMCA,today and tomorrow…'''

'''One-day seminar, Stockholm University, March 4th, 2019'''

The seminar aims to bring together scholars from Sweden and beyond, and encourage discussion about video-based research in the perspective of ethnomethodology and conversation analysis. What are the current methods, from data collection to publication and dissemination? Which topic and settings have been covered? How do these methods and topics change and what could new directions be? As grist to the mill and as a starting point to collective discussion, we will welcome talks from six distinguished scholars from the field:

*Eric Laurier
*Helen Melander
*Asta Cekaite
*Christian Licoppe
*Leelo Keevallik
*Oskar Lindwall

The event will take place at Stockholm University’s Department of Computer and System Sciences (DSV) on Monday, March 4th, 2019. Information about the specific location will be given later.

So that we can welcome everyone properly (with coffee breaks and lunch), please let us know as soon as possible if you plan to attend. We look forward to welcome many of you at DSV for exciting discussions and new adventures in video data!

Organizer: Sylvaine Tuncer, PhD

Department of Computer and Systems Sciences

Stockholm University

sylvaine @ dsv.su.se
|Year=2019
|Categories (tags)=Uncategorized;
|From date=2019/03/04
|To date=2019/03/04
}}

Working up – and working with – video data in EMCA today and tomorrow Stockholm 2019

2018-12-18T16:20:35Z

Clair-AntoineVeyrier:

{{Announcement
|Announcement Type=Seminar
|Full title=Working up – and working with – video data in EMCA today and tomorrow Stockholm 2019
|Short title=Video in EMCA
|Short summary=One-day #seminar "Working up – and working with – video data in #EMCA, today and tomorrow…", Stockholm University, March 4th, 2019
|Announcement text='''Working up – and working with – video data in EMCA,today and tomorrow…'''

'''One-day seminar, Stockholm University, March 4th, 2019'''

The seminar aims to bring together scholars from Sweden and beyond, and encourage discussion about video-based research in the perspective of ethnomethodology and conversation analysis. What are the current methods, from data collection to publication and dissemination? Which topic and settings have been covered? How do these methods and topics change and what could new directions be? As grist to the mill and as a starting point to collective discussion, we will welcome talks from six distinguished scholars from the field:

*Eric Laurier
*Helen Melander
*Asta Cekaite
*Christian Licoppe
*Leelo Keevallik
*Oskar Lindwall

The event will take place at Stockholm University’s Department of Computer and System Sciences (DSV) on Monday, March 4th, 2019. Information about the specific location will be given later.

So that we can welcome everyone properly (with coffee breaks and lunch), please let us know as soon as possible if you plan to attend. We look forward to welcome many of you at DSV for exciting discussions and new adventures in video data!

Organizer: Sylvaine Tuncer, PhD

Department of Computer and Systems Sciences

Stockholm University

sylvaine @ dsv.su.se
|Year=2019
|Categories (tags)=Uncategorized;
|From date=2019/03/04
|To date=2019/03/04
}}

Working up – and working with – video data in EMCA today and tomorrow Stockholm 2019

2018-12-18T16:19:56Z

Clair-AntoineVeyrier: Created page with "{{Announcement |Announcement Type=Seminar |Full title=Working up – and working with – video data in EMCA today and tomorrow Stockholm 2019 |Short title=Video in EMCA |Shor..."

{{Announcement
|Announcement Type=Seminar
|Full title=Working up – and working with – video data in EMCA today and tomorrow Stockholm 2019
|Short title=Video in EMCA
|Short summary=One-day #seminar "Working up – and working with – video data in #EMCA, today and tomorrow…", Stockholm University, March 4th, 2019
|Announcement text=‘’’Working up – and working with – video data in EMCA,today and tomorrow…’’’

'''One-day seminar, Stockholm University, March 4th, 2019'''

The seminar aims to bring together scholars from Sweden and beyond, and encourage discussion about video-based research in the perspective of ethnomethodology and conversation analysis. What are the current methods, from data collection to publication and dissemination? Which topic and settings have been covered? How do these methods and topics change and what could new directions be? As grist to the mill and as a starting point to collective discussion, we will welcome talks from six distinguished scholars from the field:

*Eric Laurier
*Helen Melander
*Asta Cekaite
*Christian Licoppe
*Leelo Keevallik
*Oskar Lindwall

The event will take place at Stockholm University’s Department of Computer and System Sciences (DSV) on Monday, March 4th, 2019. Information about the specific location will be given later.

So that we can welcome everyone properly (with coffee breaks and lunch), please let us know as soon as possible if you plan to attend. We look forward to welcome many of you at DSV for exciting discussions and new adventures in video data!

Organizer: Sylvaine Tuncer, PhD

Department of Computer and Systems Sciences

Stockholm University

sylvaine @ dsv.su.se
|Year=2019
|Categories (tags)=Uncategorized;
|From date=2019/03/04
|To date=2019/03/04
}}

2018-2019 Ethnométhodologie à plusieurs : lectures, lectures critiques et terrains

2018-12-13T13:19:08Z

Clair-AntoineVeyrier:

{{Announcement
|Announcement Type=Training
|Full title=2018-2019 Ethnométhodologie à plusieurs : lectures, lectures critiques et terrains
|Short title=Group ethnomethodo.
|Short summary=#training #seminar 2018-2019 "Ethnométhodologie à plusieurs : lectures, lectures critiques et terrains", ULB, Bruxelles
|Announcement text=Beaucoup de recherches qualitatives en sciences sociales soulignent l’intérêt de la démarche d’enquête de terrain en tant qu’elle permet de rendre compte des pratiques des acteurs, des activités concrètes et des réalités sociales en train de se faire. Avec un remarquable entêtement, l’ethnométhodologie a participé à placer la focale du sociologue à hauteur des pratiques. Si la « radicalité », le « localisme » ou le positionnement « anti-théorique » de l’ethnométhodologie restent relativement circonscrits à ce courant, il en va tout autrement des concepts et des formules qui caractérisent son orientation : des notions comme celles de réflexivité, routine, connaissance de sens commun, raisonnement pratique etc. sont aujourd’hui largement répandues en sociologie.

Pour autant, le sens du projet de l’ethnométhodologie et des notions qui alimentent son programme restent discutés parmi les spécialistes et peuvent apparaître obscures pour qui s’y intéresse à tâtons. La seule lecture des premières pages de l’ouvrage fondateur de ce courant, Recherches en ethnométhodologie (ci-après « RE »), permet de s’en convaincre. Et la question qui chapeaute le chapitre premier peut longtemps rester en suspens : Qu’est-ce que l’ethnométhodologie ?

Ce séminaire d’introduction à la lecture de RE a pour objectif premier de rassembler des doctorants et des chercheurs dans un effort commun d’appropriation critique du texte fondateur, des lignes théoriques et des méthodes d’enquête de l’ethnométhodologie.

'''Objet du séminaire'''

Ce séminaire d’introduction à la lecture de Recherches en ethnométhodologie a pour objectif premier de rassembler des doctorants et des chercheurs dans un effort commun d’appropriation critique du texte fondateur, des lignes théoriques et des méthodes d’enquête de l’ethnométhodologie. Trois grands questionnements directeurs peuvent être dégagés pour formaliser ce travail collectif d’appropriation :

*Qu’est-ce que l’ethnométhodologie ? Quelles sont ses origines, sa généalogie, son positionnement dans l’histoire des sciences sociales ?

* Quel est le projet ou le programme de l’ethnométhodologie ? Qu’est-ce qu’elle prétend montrer du monde social ?

* Quelles sont les « atouts » et les limites de l’ethnométhodologie ? Quelles ressources théoriques et méthodologiques offre-t-elle au chercheur ? Mais aussi, qu’empêche-t-elle ou ne permet-elle pas de faire ?

Ensuite, dans ce mouvement d’appropriation, des questions transversales à divers courants de recherche en sciences sociales seront abordées, et porteront l’intérêt du séminaire au-delà de l’ethnométhodologie elle-même. Étant donnée la forme particulière de son organisation (cf. 3.), seul le cours effectif du séminaire décidera de l’orientation de ces problématiques. Celles-ci pouvant toucher, à titre d’exemple, au statut donné aux collectifs et aux institutions dans l’analyse sociologique (Fornel, Ogien, et Quéré 2000), à l’opération scientifique de montée en généralité, aux méthodes d’enquête propres à l’ethnométhodologie et aux sciences sociales qualitatives plus « classiques », etc.

Enfin, l’orientation du séminaire pourra aboutir à un questionnement plus « pragmatique », relatif au « coût » et à l’« utilité » de l’ethnométhodologie pour le chercheur. Finalement, que faire de l’ethnométhodologie ? On comprendra que chacun abordera cette question de manière singulière, mais que sa discussion collective pourra s’avérer stimulante.

'''Organisation et programme du séminaire'''

Ce séminaire doctoral suppose un engagement régulier des participants, avant et au cours de chaque séance. La lecture préalable de textes pour chaque séance et la présentation d’un commentaire ou d’un travail de terrain lors d’une séance sont attendus. L’inscription du séminaire dans le cadre de l’École doctorale thématique en sciences sociales (EDTSS) implique la prise des présences et la valorisation de la participation au séminaire pour la formation doctorale des doctorants à hauteur de 5 ECTS.

À l’exception des séances introductive et conclusive (1ère et dernière séance), chaque séance du séminaire se tiendra à un rythme hebdomadaire, durera environ 2h30 et sera découpée en 2 modules d’environ 1h chacun (souvent, 1h + 1h = 2h30). Lors du 1er module, après être revenus brièvement sur le contenu de la séance précédente, nous nous consacrerons à la (re)lecture collective d’un court extrait de Recherches en ethnométhodologie (environ 10-15 pages) et partagerons nos réflexions et interprétations tout au long de la lecture. Lors du 2nd module, nous écouterons l’exposé d’un participant et poursuivrons collectivement la réflexion.

Chaque participant sera en effet invité, lors d’une séance de séminaire, à partager une réflexion dans le cadre d’une courte présentation (20-30min environ). Celle-ci peut s’articuler autour d’un compte rendu d’un « texte secondaire » qui commente, critique ou éclaire Recherches en ethnométhodologie et/ou l’ethnométhodologie, ou autour d’un travail empirique susceptible de mettre nos lectures à l’épreuve du terrain. La fin du second module laissera place à la discussion.

Le travail attendu de la part des inscrits consiste donc d’une part, dans la préparation et la participation à la lecture collective d’extraits de Recherches en ethnométhodologie pour chaque séance hebdomadaires et d’autre part, dans la présentation d’une lecture secondaire ou d’un travail de terrain lors d’une séance.

Plus d'informations sur le [http://www.edtss.be/?p=1747 site].

'''Calendrier des séances'''

*Mercredi 28 novembre 2018, 14h00 Université Saint-Louis Bruxelles [local P61 – accès via le parking au 119 Rue du Marais, porte Préfecture, ascenseur Préfecture, dernier étage] : Présentation du séminaire, organisation collective de son déroulement et lecture collective Recherches en ethnométhodologie p.45-50 (Préface de l’édition française PUF 2007)

*Jeudi 3 janvier 9h45-11h45. Lecture Préface p.45-50 + Présentation

*Jeudi 10 janvier 9h45-11h45. Lecture chapitre 1 p.51-64 + Présentation

*Jeudi 17 janvier 9h45-11h45. Lecture chapitre 1 p.65-74 + Présentation

*Jeudi 24 janvier 9h45-11h45. Lecture chapitre 1 p.74-83 + Présentation

*Jeudi 14 février 9h45-11h45. Lecture chapitre 1 p.83-96 + Présentation

*Jeudi 21 février 9h45-11h45. [Autre chapitre à déterminer] + Présentation

*Jeudi 28 février 9h45-11h45. [Autre chapitre à déterminer] + Présentation

*Jeudi 7 mars 9h45-11h45. [Autre chapitre à déterminer] + Présentation

'''Inscription''' : robin. susswein @ usaintlouis .be (mentionner nom, prénom, statut et institution de rattachement)
|Year=2018-2019
|Web link=http://www.edtss.be/?p=1747
|Categories (tags)=Uncategorized;
|From date=2018/11/28
|To date=2019/03/07
|Address=Université de Saint Louis-Bruxelles - Boulevard du Jardin Botanique 43 Bruxelles, Belgique
}}

2018-2019 Ethnométhodologie à plusieurs : lectures, lectures critiques et terrains

2018-12-13T13:18:21Z

Clair-AntoineVeyrier: Created page with "{{Announcement |Announcement Type=Training |Full title=2018-2019 Ethnométhodologie à plusieurs : lectures, lectures critiques et terrains |Short title=Group ethnomethodo. |S..."

{{Announcement
|Announcement Type=Training
|Full title=2018-2019 Ethnométhodologie à plusieurs : lectures, lectures critiques et terrains
|Short title=Group ethnomethodo.
|Short summary=#training #seminar 2018-2019 "Ethnométhodologie à plusieurs : lectures, lectures critiques et terrains", ULB, Bruxelles
|Announcement text=Beaucoup de recherches qualitatives en sciences sociales soulignent l’intérêt de la démarche d’enquête de terrain en tant qu’elle permet de rendre compte des pratiques des acteurs, des activités concrètes et des réalités sociales en train de se faire. Avec un remarquable entêtement, l’ethnométhodologie a participé à placer la focale du sociologue à hauteur des pratiques. Si la « radicalité », le « localisme » ou le positionnement « anti-théorique » de l’ethnométhodologie restent relativement circonscrits à ce courant, il en va tout autrement des concepts et des formules qui caractérisent son orientation : des notions comme celles de réflexivité, routine, connaissance de sens commun, raisonnement pratique etc. sont aujourd’hui largement répandues en sociologie.

Pour autant, le sens du projet de l’ethnométhodologie et des notions qui alimentent son programme restent discutés parmi les spécialistes et peuvent apparaître obscures pour qui s’y intéresse à tâtons. La seule lecture des premières pages de l’ouvrage fondateur de ce courant, Recherches en ethnométhodologie (ci-après « RE »), permet de s’en convaincre. Et la question qui chapeaute le chapitre premier peut longtemps rester en suspens : Qu’est-ce que l’ethnométhodologie ?

Ce séminaire d’introduction à la lecture de RE a pour objectif premier de rassembler des doctorants et des chercheurs dans un effort commun d’appropriation critique du texte fondateur, des lignes théoriques et des méthodes d’enquête de l’ethnométhodologie.

'''Objet du séminaire'''

Ce séminaire d’introduction à la lecture de Recherches en ethnométhodologie a pour objectif premier de rassembler des doctorants et des chercheurs dans un effort commun d’appropriation critique du texte fondateur, des lignes théoriques et des méthodes d’enquête de l’ethnométhodologie. Trois grands questionnements directeurs peuvent être dégagés pour formaliser ce travail collectif d’appropriation :

*Qu’est-ce que l’ethnométhodologie ? Quelles sont ses origines, sa généalogie, son positionnement dans l’histoire des sciences sociales ?

* Quel est le projet ou le programme de l’ethnométhodologie ? Qu’est-ce qu’elle prétend montrer du monde social ?
* Quelles sont les « atouts » et les limites de l’ethnométhodologie ? Quelles ressources théoriques et méthodologiques offre-t-elle au chercheur ? Mais aussi, qu’empêche-t-elle ou ne permet-elle pas de faire ?

Ensuite, dans ce mouvement d’appropriation, des questions transversales à divers courants de recherche en sciences sociales seront abordées, et porteront l’intérêt du séminaire au-delà de l’ethnométhodologie elle-même. Étant donnée la forme particulière de son organisation (cf. 3.), seul le cours effectif du séminaire décidera de l’orientation de ces problématiques. Celles-ci pouvant toucher, à titre d’exemple, au statut donné aux collectifs et aux institutions dans l’analyse sociologique (Fornel, Ogien, et Quéré 2000), à l’opération scientifique de montée en généralité, aux méthodes d’enquête propres à l’ethnométhodologie et aux sciences sociales qualitatives plus « classiques », etc.

Enfin, l’orientation du séminaire pourra aboutir à un questionnement plus « pragmatique », relatif au « coût » et à l’« utilité » de l’ethnométhodologie pour le chercheur. Finalement, que faire de l’ethnométhodologie ? On comprendra que chacun abordera cette question de manière singulière, mais que sa discussion collective pourra s’avérer stimulante.

'''Organisation et programme du séminaire'''

Ce séminaire doctoral suppose un engagement régulier des participants, avant et au cours de chaque séance. La lecture préalable de textes pour chaque séance et la présentation d’un commentaire ou d’un travail de terrain lors d’une séance sont attendus. L’inscription du séminaire dans le cadre de l’École doctorale thématique en sciences sociales (EDTSS) implique la prise des présences et la valorisation de la participation au séminaire pour la formation doctorale des doctorants à hauteur de 5 ECTS.

À l’exception des séances introductive et conclusive (1ère et dernière séance), chaque séance du séminaire se tiendra à un rythme hebdomadaire, durera environ 2h30 et sera découpée en 2 modules d’environ 1h chacun (souvent, 1h + 1h = 2h30). Lors du 1er module, après être revenus brièvement sur le contenu de la séance précédente, nous nous consacrerons à la (re)lecture collective d’un court extrait de Recherches en ethnométhodologie (environ 10-15 pages) et partagerons nos réflexions et interprétations tout au long de la lecture. Lors du 2nd module, nous écouterons l’exposé d’un participant et poursuivrons collectivement la réflexion.

Chaque participant sera en effet invité, lors d’une séance de séminaire, à partager une réflexion dans le cadre d’une courte présentation (20-30min environ). Celle-ci peut s’articuler autour d’un compte rendu d’un « texte secondaire » qui commente, critique ou éclaire Recherches en ethnométhodologie et/ou l’ethnométhodologie, ou autour d’un travail empirique susceptible de mettre nos lectures à l’épreuve du terrain. La fin du second module laissera place à la discussion.

Le travail attendu de la part des inscrits consiste donc d’une part, dans la préparation et la participation à la lecture collective d’extraits de Recherches en ethnométhodologie pour chaque séance hebdomadaires et d’autre part, dans la présentation d’une lecture secondaire ou d’un travail de terrain lors d’une séance.

Plus d'informations sur le [http://www.edtss.be/?p=1747 site].

'''Calendrier des séances'''

*Mercredi 28 novembre 2018, 14h00 Université Saint-Louis Bruxelles [local P61 – accès via le parking au 119 Rue du Marais, porte Préfecture, ascenseur Préfecture, dernier étage] : Présentation du séminaire, organisation collective de son déroulement et lecture collective Recherches en ethnométhodologie p.45-50 (Préface de l’édition française PUF 2007)

*Jeudi 3 janvier 9h45-11h45. Lecture Préface p.45-50 + Présentation

*Jeudi 10 janvier 9h45-11h45. Lecture chapitre 1 p.51-64 + Présentation

*Jeudi 17 janvier 9h45-11h45. Lecture chapitre 1 p.65-74 + Présentation

*Jeudi 24 janvier 9h45-11h45. Lecture chapitre 1 p.74-83 + Présentation

*Jeudi 14 février 9h45-11h45. Lecture chapitre 1 p.83-96 + Présentation

*Jeudi 21 février 9h45-11h45. [Autre chapitre à déterminer] + Présentation

*Jeudi 28 février 9h45-11h45. [Autre chapitre à déterminer] + Présentation

*Jeudi 7 mars 9h45-11h45. [Autre chapitre à déterminer] + Présentation

'''Inscription''' : robin. susswein @ usaintlouis .be (mentionner nom, prénom, statut et institution de rattachement)
|Year=2018-2019
|Web link=http://www.edtss.be/?p=1747
|Categories (tags)=Uncategorized;
|From date=2018/11/28
|To date=2019/03/07
|Address=Université de Saint Louis-Bruxelles - Boulevard du Jardin Botanique 43 Bruxelles, Belgique
}}

Hall2018

2018-12-12T13:10:00Z

Clair-AntoineVeyrier:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Joan Kelly Hall
|Title=From L2 interactional competence to L2 interactional repertoires: reconceptualising the objects of L2 learning
|Tag(s)=EMCA; interactional repertoires; interactional competence; SLA
|Key=Hall2018
|Year=2018
|Language=English
|Journal=Classroom Discourse
|Volume=9
|Number=1
|Pages=25-39
|URL=https://doi.org/10.1080/19463014.2018.1433050
|DOI=10.1080/19463014.2018.1433050
|Abstract=In this paper, I offer a reconsideration of interactional competence as an object of L2 learning. I argue that the field’s uptake of the concept displays a misunderstanding of, or at least a lack of attention to, its related but distinct intellectual roots in linguistic anthropology and conversation analysis. This has resulted in conceptual confusion in studies that draw mainly on conversation analysis to examine L2 learning. I offer interactional repertoires as a more empirically useful concept to capture the objects of L2 learning. Its usefulness is twofold. First, it more aptly captures the variable nature of the multilingual, multimodal resources that learners draw on and develop in their diverse contexts of use. Second, it suggests a more empirically valid understanding of learning, not as a linear, single, one-path-fits-all process, but rather as multidimensional trajectories occurring over L2 learners’ lifespans.
}}

Kimura-etal2018

2018-12-12T13:07:02Z

Clair-AntoineVeyrier:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Daisuke Kimura, Taiane Malabarba, Joan Kelly Hall
|Title=Data collection considerations for classroom interaction research: A conversation analytic perspective
|Tag(s)=EMCA; Classroom Interaction; data collection
|Key=Kimura-etal2018
|Year=2018
|Language=English
|Journal=Classroom Discourse
|Volume=9
|Number=3
|Pages=185-204
|URL=https://doi.org/10.1080/19463014.2018.1485589
|DOI=10.1080/19463014.2018.1485589
|Abstract=With the growing centrality of digital recording technologies to conversation analysis (CA) research, an emerging array of publications has begun to provide useful methodological insights on how to capture multimodal and temporal complexities of social interaction in video footages. By and large, however, they have been written as general guidelines, without much regard to specificities of institutional settings. To address this gap, this article discusses specific considerations for the production of audio-visual data for CA research on classroom interaction. We argue that a set of heuristic considerations is needed to prevent researchers from overlooking details that participants orient to as constitutive of their institutional activities. To this end, we offer a brief overview of common characteristics of classroom interaction. These include its multiple spatial arrangements within and across lessons and pedagogical projects which are accomplished through local actions and action sequences. Building on these characteristics, we provide a set of guiding questions to facilitate pre- and online decision-making processes that are undertaken by individual researchers in the data collection phase. Yielding unprecedented opportunities for research, careful and disciplined attention to the production of video data is indispensable as we continue to study and theorise classroom interaction in diverse contexts.
}}

Kimura-etal2018

2018-12-12T13:04:00Z

Clair-AntoineVeyrier: Clair-AntoineVeyrier moved page Kimura, Malabarba, & Hall 2018 to Kimura-etal2018 without leaving a redirect: key issue

Hall2018

2018-12-12T13:02:39Z

Clair-AntoineVeyrier: Clair-AntoineVeyrier moved page Hall 2018 to Hall2018 without leaving a redirect: key issue

{{BibEntry
|BibType=ARTICLE
|Author(s)=Joan Kelly Hall
|Title=From L2 interactional competence to L2 interactional repertoires: reconceptualising the objects of L2 learning
|Tag(s)=EMCA;
|Key=Hall2018
|Year=2018
|Language=English
|Journal=Classroom Discourse
|Volume=9
|Pages=25-39
|DOI=10.1080/19463014.2018.1433050
}}

Kimura-etal2018

2018-12-12T13:02:36Z

Clair-AntoineVeyrier: key issue

Hall2018

2018-12-12T13:02:07Z

Clair-AntoineVeyrier: key space

{{BibEntry
|BibType=ARTICLE
|Author(s)=Joan Kelly Hall
|Title=From L2 interactional competence to L2 interactional repertoires: reconceptualising the objects of L2 learning
|Tag(s)=EMCA;
|Key=Hall2018
|Year=2018
|Language=English
|Journal=Classroom Discourse
|Volume=9
|Pages=25-39
|DOI=10.1080/19463014.2018.1433050
}}

Gibson2018a

2018-12-07T09:42:58Z

Clair-AntoineVeyrier: Clair-AntoineVeyrier moved page Gibson-2018 to Gibson2018a without leaving a redirect: key name issue

{{BibEntry
|BibType=INCOLLECTION
|Author(s)=Stephen Gibson
|Title=Discursive Psychology and Peace Psychology
|Editor(s)=S. Gibson
|Tag(s)=EMCA; Attitudes; Discourse analysis; Discursive psychology; Iraq war; Peace psychology
|Key=Gibson2018a
|Year=2018
|Language=English
|Booktitle=Discourse, Peace, and Conflict
|Pages=1-25
|URL=https://link.springer.com/chapter/10.1007/978-3-319-99094-1_1
|DOI=https://doi.org/10.1007/978-3-319-99094-1_1
|Abstract=This chapter provides an introduction to the volume, and maps out some of the core conceptual and analytic principles of discursive psychology, whilst noting some of the debates and disagreements within the field, as well as providing an orientation to some of the foundational concerns of peace psychology. An initial sketch of the possibilities for a discursive peace psychology is set out through a brief illustrative analysis of an extract from a televised political debate concerning the 2003 invasion of Iraq. The chapter concludes by providing brief summary overviews of the remaining chapters in the book.
}}

Kaposi2018

2018-12-07T09:41:52Z

Clair-AntoineVeyrier: Clair-AntoineVeyrier moved page Kaposi-2018 to Kaposi2018 without leaving a redirect: key-name issue

{{BibEntry
|BibType=ARTICLE
|Author(s)=Dávid Kaposi
|Title=In the Shadow of the Other: Arguments About the First Gaza War in British Conservative Editorials
|Editor(s)=S. Gibson
|Tag(s)=EMCA; Discursive Psychology; Gaza; Israel; Palestine
|Key=Kaposi2018
|Year=2018
|Language=English
|Booktitle=Discourse, Peace, and Conflict
|Pages=119-132
|URL=https://link.springer.com/chapter/10.1007/978-3-319-99094-1_7
|DOI=https://doi.org/10.1007/978-3-319-99094-1_7
|Abstract=This chapter presents some aspects of a large-scale empirical study on the British broadsheets’ coverage of the first Gaza war (2008–2009) between Israel and the Palestinians of Gaza. In particular, it focuses on various conceptual areas in the editorials of conservative “quality” newspapers, The Times and the Daily Telegraph, where the role of other agents (i.e. different from the subject or different from the one that the subject identifies with) was made relevant by the writers: first, the fighters of Hamas; second, the journalists critiquing the Israeli offensive and thereby exhibiting an alternative political-moral perspective to the conservative newspapers. Analysing these accounts, it will be argued that moving beyond the “us” and “them” dichotomy is indeed a heady task, mainly for the reason that whenever “they” make an appearance in “our” argument, “they” are inevitably presented as occupying a position that cannot be engaged with; a position beyond dialogue, persuasion, and even education. The chapter will conclude with the analysis of the epistemological (indeed, ontological) underpinning of such a dichotomy, and argue that any (i.e. conservative or non-conservative) proposal for a viable peace needs to adopt a different rationale.
}}

Waring2019

2018-12-07T09:41:21Z

Clair-AntoineVeyrier: Clair-AntoineVeyrier moved page Waring-2018 to Waring2019 without leaving a redirect: key/name issue

{{BibEntry
|BibType=ARTICLE
|Author(s)=Hansun Zhang Waring
|Title=Problematizing information-seeking Wh-questions
|Tag(s)=EMCA; Information webinar; Public discourse; Resistance; Presupposition; Questions; Wh-questions
|Key=Waring2019
|Year=2019
|Language=English
|Journal=Language & Communication
|Volume=64
|Pages=81-90
|URL=https://www.sciencedirect.com/science/article/pii/S0271530918300120
|DOI=https://doi.org/10.1016/j.langcom.2018.11.001
|Abstract=Important conversation analytic work has made evident how responses to questions may be designed to resist the terms, agendas, and constraints of those questions (e.g., Heritage, 1998; Lee, 2013; Stivers & Hayashi, 2010). Based on audio-recordings of 17 publicly-available information webinars delivered by a U. S. philanthropic foundation to prospective applicants, the paper describes three methods leveraged by the institutional representatives that treat wh-questions that seek information during Q&A as somewhat “problematic.” Findings extend the current literature by illuminating how resistance to questions may be implemented in an understudied institutional context and contribute to the knowledge base for identifying “best practices” for webinar facilitation (Zoumenou et al., 2015).
}}

EMCA Researchers

2018-12-06T09:18:27Z

Clair-AntoineVeyrier: /* Obituaries */ Psathas

== EM/CA Researchers ==

*[[EMCA personal web pages]]
*[[Recent PhDs]]

== Obituaries ==
* George [[Psathas 1929-2018]]
* [[Dave Martin 1972-2016]]
* [[Stephen Hester 1947-2014]]
* [[Mark Rapley 1962-2012]]
* [[Harold Garfinkel 1917-2011]]
* [[Lawrence Wieder 1938-2007]]
* [[Gail Jefferson 1938-2008]]
* [[Melvin Pollner 1940-2007]]
* [[David Sudnow -2007]]
* [[Sally Jacoby 1949-2007]]
* [[Jean Widmer -2007]]
* [[Doug Benson -2006]]
* [[Carolyn Baker 1946-2003]]
* [[Hanneke Houtkoop-Steenstra, 1950-2002]]
* [[Edward Rose 1909-2002]]
* [[Deirdre Boden 1940-2001]]
* [[Clare Tarplee 1962-1999]]

== Jobs ==

See the new [[EMCA Jobs]] page.

Psathas 1929-2018

2018-12-06T09:15:38Z

Clair-AntoineVeyrier: Created page with "Dear colleagues and friends, We have the regret to announce that George Psathas died on November 15 at the age of 89. George Psathas graduated from Yale University, receivi..."

Dear colleagues and friends,

We have the regret to announce that George Psathas died on November 15 at the age of 89.

George Psathas graduated from Yale University, receiving his Ph.D. in Sociology in 1956. He was a Professor at Indiana University (1959-1963), Washington University in St. Louis (1963-1965) and Boston University (1968-1997).

For over 50 years, George Psathas advanced research in ethnomethodology and conversation analysis, which he combined with phenomenology, opening up new avenues for the sociology of everyday life. The "spatial and mobility turn" in those fields drew on the work that George Psathas carried out in the 1970s on direction-giving and navigation in urban spaces. From that time onward, he worked toward a "visual sociology" supporting the study of the non-verbal, embodied and spatial dimensions of social activities. He also made major theoretical efforts to articulate the relationships among the approaches of Harold Garfinkel, Erving Goffman, Harvey Sacks and Alfred Schütz and to point to their implications for new empirical developments.

George Psathas founded the journal Human Studies in 1978 and served as its editor-in-chief for decades. This journal provides a broad platform for interdisciplinary research ranging from philosophical and theoretical arguments on central topics in social science, phenomenological analyses of social experience, and empirical research on the organization of talk-in-interaction. George Psathas also edited volumes that have become classics – Everyday Language (1979), Interaction Competence (1986), and Situated Order (2002, with Paul Ten Have) – and his creation of the Studies in Ethnomethodology and Conversation Analysis book series with the University Press of America constitute major contributions. In 1980, he founded the Society for Phenomenology and the Human Sciences with D. Lawrence Wieder and played a decisive role in managing and coordinating its activities for decades. We are particularly grateful to him for his work in founding and taking a leading role in meetings of the International Institute for Ethnomethodology and Conversation Analysis (IIEMCA).

George Psathas' scientific, editorial and institutional accomplishments were accompanied by his extraordinary merits as instructor, mentor and colleague. He trained generations of students in ethnomethodological, conversational and interactional analysis with great dedication, supporting the activities of countless researchers the world over. He was always willing to offer critical insight on an idea, facilitate a contact or support a project, and never failed to do so with great honesty and generosity. And, while he was kind and generous to his colleagues and students, he was active and courageous in defense of their academic and professional interests.

Michael Lynch (Cornell University), Esther González-Martínez (University of Fribourg) and Tim Berard (Kent State University)

Malbois2018

2018-12-04T08:52:13Z

Clair-AntoineVeyrier:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Fabienne Malbois;
|Title=De la performance à la reconnaissance
|Tag(s)=Chelsea Manning; trans identity; EMCA; gender production; public figure; recognition
|Key=Malbois2018
|Year=2018
|Language=French
|Month=feb
|Journal=Communication
|Volume=35
|Number=1
|URL=http://journals.openedition.org/communication/7595
|DOI=10.4000/communication.7595
|Abstract=La transidentité de Chelsea (Bradley) Manning relève d'une production de genre dont l'analytique de la performance, à laquelle s'adossent les théories dramaturgiques de Judith Butler et Harold Garfinkel, ne peut rendre compte qu'en partie seulement. Le rapport particulier à la visibilité que cette figure publique entretient nécessite de développer une analytique de la reconnaissance ancrée dans la phénoménologie capacitaire de Paul Ricœur. L'examen de trois événements significatifs du parcours de vie de Chelsea (Bradley) Manning dans l'espace public anglo-saxon donne l'occasion d'observer différentes modalités de la reconnaissance et de discuter les présupposés qui grèvent les théories du genre de Butler et Garfinkel.

Chelsea (Bradley) Manning's trans identity stems from a gender production that can only partially be explained by the performance analytics underpinning the dramaturgical theories of Judith Butler and Harold Garfinkel. Manning's particular relationship with visibility as a public figure predicates the need for a recognition analytics anchored in Paul Ricœur's capacitating phenomenology. Examination of three significant events in Chelsea (Bradley) Manning's life in the Anglo-Saxon public sphere provides an opportunity to observe different modalities of recognition and discuss the assumptions that underlie the theories of Butler and Garfinkel.
}}

International Conference for Conversation Analysis and Psychotherapy 2019

2018-11-28T10:16:30Z

Clair-AntoineVeyrier: DL change & others

{{Announcement
|Announcement Type=Conference
|Full title=International Conference for Conversation Analysis and Psychotherapy 2019
|Short title=ICCAP2019
|Short summary=ICCAP 2019 – 9th International Conference for Conversation Analysis and Psychotherapy - 20th-23rd June 2019, Berlin. Deadline for submissions: 31st December 2018
|Announcement text=ICCAP 2019 – 9th International Conference for Conversation Analysis and Psychotherapy

We invite conversation analysts and psychotherapists to participate in the conference “Talking & Cure – A Binocular View on Psychotherapeutic Interaction”.

“Talking Cure” is the term invented by one of Freud’s earliest patients. In recent years the scope of this term has become increasingly apparent:
after all, talking happens in psychotherapies of all kinds! From a CAperspective, it is “talk-in-interaction”. Terms like “intervention” - widely used in psychotherapeutic circles - do not have an “effect” unless the conversational environment is prepared – by talk. But what is it that cures? How does it come about that sometimes after a good conversation another view on difficult problems emerges, another cognition results from this talk?

Conversation Analysts and Psychotherapists are invited to present papers in panels, to come together to discuss subtle problems, to present stimulating material, to examine methods of study, and to compare theoretically diverging approaches. Looking at what cures from the interactional and from the psychotherapeutic perspectives will help us to take home a binocular view of the therapeutic endeavour.

Confirmed Speakers: Speaker Jörg Bergmann, Michael B. Buchholz, Peter Fonagy, Antje Gumz, Georgia Lepper, Ivan Leudar, Anssi Peräkylä, Stefan Pfänder

Information

* www.iccap-2019-ipu-berlin.de
* info@iccap-2019-ipu-berlin.de

Dates:

* Call for Papers until Frebruary 28th, 2019
* Registration starting December 1st, 2018
* Conference language English

Payment

* Four-day-participation EARLY BIRD until February 28th 2019 310 € (after: 350€)
* Student (first 10 free) 90 €
* Sunday ticket 50 €
|Year=2019
|Web link=www.iccap-2019-ipu-berlin.de
|Categories (tags)=Uncategorized;
|From date=2019/06/20
|To date=2019/06/23
|Address=Stromstraße 2 (3rd floor), 10555 Berlin
|Location=52.52246, 13.33596
|Abstract due=2019/02/28
|Submission deadline=2019/02/28
}}

Bonu2004a

2018-11-23T09:17:00Z

Clair-AntoineVeyrier:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Bruno Bonu;
|Title=Un'intervista di ricerca sulla potatura della vigna : i gesti della multimodalità della riparazione
|Tag(s)=EMCA; Repair; Research interview; Situated action
|Key=Bonu2004a
|Year=2004
|Language=French
|Journal=Rivista di psicolinguistica applicata Journal of Applied psycholinguistics
|Volume=IV
|Number=2-3
|URL=http://digital.casalini.it/10.1400/19213
|DOI=10.1400/19213
}}

Traverso2004

2018-11-23T09:16:38Z

Clair-AntoineVeyrier:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Véronique Traverso;
|Title=Quelques format intégrant la répétition comme resource pour le développement thématique dans la conversation ordinaire
|Tag(s)=EMCA; repetition; topic management
|Key=Traverso2004
|Year=2004
|Language=French
|Journal=Rivista di psicolinguistica applicata Journal of Applied psycholinguistics
|Volume=IV
|Number=2-3
|URL=http://digital.casalini.it/10.1400/19211
|DOI=10.1400/19211
}}

Greco2004

2018-11-23T09:16:27Z

Clair-AntoineVeyrier:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Luca Greco;
|Title=Descriptions, catégories et collections de catégories. Le rôle de l'urgence dans le pratiques de catégorisation de la douleur dans les appels au 115
|Tag(s)=EMCA; Emergency calls; Membership Categorization Analysis; Semantics; institutional deiscourse
|Key=Greco2004
|Year=2004
|Language=French
|Journal=Rivista di psicolinguistica applicata Journal of Applied psycholinguistics
|Volume=IV
|Number=2-3
|URL=http://digital.casalini.it/10.1400/19206
|DOI=10.1400/19206
}}

Mondada2004e

2018-11-23T09:16:14Z

Clair-AntoineVeyrier:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Lorenza Mondada;
|Title=L'annuncio del nome del paziente come dispositivo strutturante per l'attività
|Tag(s)=EMCA; Institutional talk; Medical; Membership Categorization Analysis; Professional meetings; sequential organization
|Key=Mondada2004e
|Year=2004
|Language=Italian
|Journal=Rivista di psicolinguistica applicata Journal of Applied psycholinguistics
|Volume=IV
|Number=2-3
|URL=http://digital.casalini.it/10.1400/19205
}}

Traverso2004

2018-11-23T09:15:34Z

Clair-AntoineVeyrier: BibTeX auto import 2018-11-23 09:15:34

{{BibEntry
|Key=Traverso2004
|Key=Traverso2004
|Title=Quelques format intégrant la répétition comme resource pour le développement thématique dans la conversation ordinaire
|Author(s)=Véronique Traverso;
|Tag(s)=EMCA; repetition; topic management
|BibType=ARTICLE
|Year=2004
|Journal=Rivista di psicolinguistica applicata Journal of Applied psycholinguistics
|Volume=IV
|Number=2-3
|URL=http://digital.casalini.it/10.1400/19211
|DOI=10.1400/19211
}}

Mondada2004e

2018-11-23T09:15:33Z

Clair-AntoineVeyrier: BibTeX auto import 2018-11-23 09:15:32

{{BibEntry
|Key=Mondada2004e
|Key=Mondada2004e
|Title=L'annuncio del nome del paziente come dispositivo strutturante per l'attività
|Author(s)=Lorenza Mondada;
|Tag(s)=EMCA; Institutional talk; Medical; Membership Categorization Analysis; Professional meetings; sequential organization
|BibType=ARTICLE
|Year=2004
|Journal=Rivista di psicolinguistica applicata Journal of Applied psycholinguistics
|Volume=IV
|Number=2-3
|URL=http://digital.casalini.it/10.1400/19205
}}

Greco2004

2018-11-23T09:15:33Z

Clair-AntoineVeyrier: BibTeX auto import 2018-11-23 09:15:33

{{BibEntry
|Key=Greco2004
|Key=Greco2004
|Title=Descriptions, catégories et collections de catégories. Le rôle de l'urgence dans le pratiques de catégorisation de la douleur dans les appels au 115
|Author(s)=Luca Greco;
|Tag(s)=EMCA; Emergency calls; Membership Categorization Analysis; Semantics; institutional deiscourse
|BibType=ARTICLE
|Year=2004
|Journal=Rivista di psicolinguistica applicata Journal of Applied psycholinguistics
|Volume=IV
|Number=2-3
|URL=http://digital.casalini.it/10.1400/19206
|DOI=10.1400/19206
}}

Bonu2004a

2018-11-23T09:15:32Z

Clair-AntoineVeyrier: BibTeX auto import 2018-11-23 09:15:31

{{BibEntry
|Key=Bonu2004a
|Key=Bonu2004a
|Title=Un'intervista di ricerca sulla potatura della vigna : i gesti della multimodalità della riparazione
|Author(s)=Bruno Bonu;
|Tag(s)=EMCA; Repair; Research interview; Situated action
|BibType=ARTICLE
|Year=2004
|Journal=Rivista di psicolinguistica applicata Journal of Applied psycholinguistics
|Volume=IV
|Number=2-3
|URL=http://digital.casalini.it/10.1400/19213
|DOI=10.1400/19213
}}

Traverso2006

2018-11-23T08:51:05Z

Clair-AntoineVeyrier:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Véronique Traverso; Renata Galatolo;
|Title=Accès multiples au(x) contexte(s) : l'exemple de cuisinières en action
|Tag(s)=EMCA; context; cooking
|Key=Traverso2006
|Year=2006
|Language=French
|Journal=Verbum
|Volume=XXVIII
|Number=2-3
|Pages=231–256
|Abstract=Cet article aborde la question du contexte à partir de l'analyse comparée de deux corpus à travers la question des objets dans le site et de l'identité des participants. Les corpus concernent des cuisinières en action. Dans l'un, deux cuisinières professionnelles sont au travail dans la cuisine d'un restaurant ; dans l'autre deux étudiantes amies préparent des crêpes pour un repas entre amis. À travers les analyses, nous focalisons la réflexion sur les recours au contexte : celui des participantes au cours de leur activité, celui de l'analyste dans ses interprétations, et l'accès au contexte que l'analyste accorde au récepteur de la recherche. Ceci conduit à montrer la variété des accès aux contextes, liée non seulement aux différences de points de vue, mais également, pour l'analyste, à la nécessité de recourir différemment au contexte selon les étapes de la recherche.
}}

Traverso2006

2018-11-23T08:50:19Z

Clair-AntoineVeyrier: BibTeX auto import 2018-11-23 08:50:18

{{BibEntry
|Key=Traverso2006
|Key=Traverso2006
|Title=Accès multiples au(x) contexte(s) : l'exemple de cuisinières en action
|Author(s)=Véronique Traverso; Renata Galatolo;
|Tag(s)=EMCA; context; cooking
|BibType=ARTICLE
|Year=2006
|Journal=Verbum
|Volume=XXVIII
|Number=2-3
|Pages=231–256
|Abstract=Cet article aborde la question du contexte à partir de l'analyse comparée de deux corpus à travers la question des objets dans le site et de l'identité des participants. Les corpus concernent des cuisinières en action. Dans l'un, deux cuisinières professionnelles sont au travail dans la cuisine d'un restaurant ; dans l'autre deux étudiantes amies préparent des crêpes pour un repas entre amis. À travers les analyses, nous focalisons la réflexion sur les recours au contexte : celui des participantes au cours de leur activité, celui de l'analyste dans ses interprétations, et l'accès au contexte que l'analyste accorde au récepteur de la recherche. Ceci conduit à montrer la variété des accès aux contextes, liée non seulement aux différences de points de vue, mais également, pour l'analyste, à la nécessité de recourir différemment au contexte selon les étapes de la recherche.
}}

Markaki-Lothe-etal2018

2018-11-22T17:14:36Z

Clair-AntoineVeyrier:

{{BibEntry
|BibType=INPROCEEDINGS
|Author(s)=Vasiliki Markaki-Lothe; Erica de Vries; Kristine Lund;
|Title=Quelles ressources interactionnelles pour la conception de jeux épistémiques numériques?
|Editor(s)=J. Thiburce; B. Ursi;
|Tag(s)=EMCA; interactional resources
|Key=Markaki-Lothe-etal2018
|Publisher=SHS Web of Conferences
|Year=2018
|Language=French
|Month=oct
|Booktitle=ICODOC 2017 : Les ressources mobilisées en interaction
|Volume=52
|Pages=01001
|URL=https://www.shs-conferences.org/10.1051/shsconf/20185201001
|DOI=10.1051/shsconf/20185201001
|Abstract=L'ouverture actuelle des jeux de formation vers des environnements hybrides (numériques et non numériques) et des objectifs d'apprentissages plus larges complexifie la nature des interactions entre les acteurs durant les différentes phases de la conception d'un tel jeu et interroge les pratiques mobilisées. Notre étude s'attache à décrire les ressources interactionnelles mobilisées lors de la conception de jeux épistémiques numériques. En nous appuyant sur des enregistrements vidéo, nous nous intéressons à la manière dont les pratiques des participants, au fil des différentes phases de la conception d'un jeu, configurent les interactions. Au-delà de l'intérêt théorique, la problématisation des ressources mobilisées est nécessaire à une meilleure compréhension des mécanismes mis en oeuvre pour la production d'un jeu et pour l'apprentissage des joueurs. Elle permet ainsi un éclairage sur les conditions qui pourraient avoir un effet sur l'efficacité de ce type de dispositifs. The current interest for video training games that aim to help learners to cope with ill-structured problems questions the kind of interactions and the kind of interactional resources that participants mobilize through consecutive steps within game design. Our study aims to describe several of those interactional resources. Based on video recordings, we look at how participants accomplish their activities and shape interaction within this specific context. Beyond the theoretical interest, the problematization of the interactional resources for design is required in order to ensure better understanding of the interactional mechanisms supporting efficient learning and the efficient design of an epistemic game.
}}

Markaki-Lothe-etal2018

2018-11-22T17:13:29Z

Clair-AntoineVeyrier: BibTeX auto import 2018-11-22 05:13:29

{{BibEntry
|Key=Markaki-Lothe-etal2018
|Key=Markaki-Lothe-etal2018
|Title=Quelles ressources interactionnelles pour la conception de jeux épistémiques numériques?
|Author(s)=Vasiliki Markaki-Lothe; Erica de Vries; Kristine Lund;
|Tag(s)=EMCA; interactional resources
|Editor(s)=J. Thiburce; B. Ursi;
|Booktitle=ICODOC 2017 : Les ressources mobilisées en interaction
|BibType=INPROCEEDINGS
|Publisher=SHS Web of Conferences
|Year=2018
|Month=oct
|Volume=52
|Pages=01001
|URL=https://www.shs-conferences.org/10.1051/shsconf/20185201001
|DOI=10.1051/shsconf/20185201001
|Abstract=L'ouverture actuelle des jeux de formation vers des environnements hybrides (numériques et non numériques) et des objectifs d'apprentissages plus larges complexifie la nature des interactions entre les acteurs durant les différentes phases de la conception d'un tel jeu et interroge les pratiques mobilisées. Notre étude s'attache à décrire les ressources interactionnelles mobilisées lors de la conception de jeux épistémiques numériques. En nous appuyant sur des enregistrements vidéo, nous nous intéressons à la manière dont les pratiques des participants, au fil des différentes phases de la conception d'un jeu, configurent les interactions. Au-delà de l'intérêt théorique, la problématisation des ressources mobilisées est nécessaire à une meilleure compréhension des mécanismes mis en oeuvre pour la production d'un jeu et pour l'apprentissage des joueurs. Elle permet ainsi un éclairage sur les conditions qui pourraient avoir un effet sur l'efficacité de ce type de dispositifs. The current interest for video training games that aim to help learners to cope with ill-structured problems questions the kind of interactions and the kind of interactional resources that participants mobilize through consecutive steps within game design. Our study aims to describe several of those interactional resources. Based on video recordings, we look at how participants accomplish their activities and shape interaction within this specific context. Beyond the theoretical interest, the problematization of the interactional resources for design is required in order to ensure better understanding of the interactional mechanisms supporting efficient learning and the efficient design of an epistemic game.
}}

Webb2018

2018-11-22T15:16:36Z

Clair-AntoineVeyrier:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Joseph C. Webb; Alison Pilnick; Jennifer Clegg;
|Title=Imagined Constructed Thought: How Staff Interpret the Behavior of Patients with Intellectual Disabilities
|Tag(s)=EMCA; Medical EMCA; thought
|Key=Webb2018
|Year=2018
|Language=English
|Month=oct
|Journal=Research on Language and Social Interaction
|Volume=51
|Number=4
|Pages=347–362
|URL=https://www.tandfonline.com/doi/full/10.1080/08351813.2018.1523893
|DOI=10.1080/08351813.2018.1523893
|Abstract=This article examines “imagined constructed thought”: speakers giving voice to the inner world of a non-present other. Drawing on 9 hours of video footage of health-care staff discussing patients with intellectual disabilities (ID) during Discovery Awareness sessions, we explored times when the staff presented a possible version of a patient's thoughts. They used those versions to take a stance on the patient's inner world, often as a bridge between description of objectively observable phenomena and subjective interpretation of its meaning. It also projected staff's own stance on what the patient was thinking, both in first position descriptions and as a competitive resource in those given in second position. The findings suggest that presenting the patients' thoughts from a first-person perspective can be a versatile way of enacting a variety of complex epistemic and empathic actions in this setting. Data are in British English.
}}

Childs2018

2018-11-22T15:16:18Z

Clair-AntoineVeyrier:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Carrie Childs; Dave Walsh;
|Title=Paradoxical Invitations: Challenges in Soliciting More Information from Child Witnesses
|Tag(s)=EMCA; Police interviews; children; invitations
|Key=Childs2018
|Year=2018
|Language=English
|Month=oct
|Journal=Research on Language and Social Interaction
|Volume=51
|Number=4
|Pages=363–378
|URL=https://www.tandfonline.com/doi/full/10.1080/08351813.2018.1524561
|DOI=10.1080/08351813.2018.1524561
|Abstract=When interviewing children reporting their being victim of alleged sexual offenses, police officers will at some point ask interviewees if they would like to add to what has been said or if they have any questions. Formal interviewing guidelines recommend that this be done during interview closure. Using Conversation Analysis, we show that launching such invitations at interview closure makes them paradoxical. On the one hand, the child is asked to treat them as literal; on the other, they may hear them as a formulaic step in the closing of the interview, not to be taken as a genuine invitation. We compare this placement with more successful solicitations made elsewhere in the interview. The data set comprises 27 videotaped interviews from a UK police force. Data are in British English.
}}

Rossi2018

2018-11-22T15:16:07Z

Clair-AntoineVeyrier:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Giovanni Rossi;
|Title=Composite Social Actions: The Case of Factual Declaratives in Everyday Interaction
|Tag(s)=EMCA; declaratives; epistemic
|Key=Rossi2018
|Year=2018
|Language=English
|Month=oct
|Journal=Research on Language and Social Interaction
|Volume=51
|Number=4
|Pages=379–397
|URL=https://www.tandfonline.com/doi/full/10.1080/08351813.2018.1524562
|DOI=10.1080/08351813.2018.1524562
|Abstract=When taking a turn at talk, a speaker normally accomplishes a sequential action such as a question, answer, complaint, or request. Sometimes, however, a turn at talk may accomplish not a single but a composite action, involving a combination of more than one action. I show that factual declaratives (e.g., “the feed drip has finished”) are recurrently used to implement composite actions consisting of both an informing and a request or, alternatively, a criticism and a request. A key determinant between these is the recipient's epistemic access to what the speaker is describing. Factual declaratives afford a range of possible responses, which can tell us how the composite action has been understood and give us insights into its underlying structure. Evidence for the stacking of composite actions, however, is not always directly available in the response and may need to be pieced together with the help of other linguistic and contextual considerations. Data are in Italian with English translation.
}}

Svennevig2018a

2018-11-22T15:15:57Z

Clair-AntoineVeyrier:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Jan Svennevig;
|Title=Decomposing Turns to Enhance Understanding by L2 Speakers
|Tag(s)=EMCA; turns construction
|Key=Svennevig2018a
|Year=2018
|Language=English
|Month=oct
|Journal=Research on Language and Social Interaction
|Volume=51
|Number=4
|Pages=398–416
|URL=https://www.tandfonline.com/doi/full/10.1080/08351813.2018.1524575
|DOI=10.1080/08351813.2018.1524575
|Abstract=This study shows how multi-unit turns may be designed to facilitate incremental establishment of intersubjectivity in cases where understanding is at risk. In addressing L2 speakers, L1 speakers decompose their multi-unit turns into smaller units and present them one at a time, in “installments.” They leave a pause between each installment, thereby inviting the recipient to provide acknowledgments along the way, or alternatively, to initiate repair at an early stage. The practice may be used preemptively, to prevent potential problems of understanding from arising, or in response to an indication of an understanding problem by the recipient. The data are in Norwegian with English translation.
}}

Webb2018

2018-11-22T15:15:22Z

Clair-AntoineVeyrier: BibTeX auto import 2018-11-22 03:15:22

{{BibEntry
|Key=Webb2018
|Key=Webb2018
|Title=Imagined Constructed Thought: How Staff Interpret the Behavior of Patients with Intellectual Disabilities
|Author(s)=Joseph C. Webb; Alison Pilnick; Jennifer Clegg;
|Tag(s)=EMCA; Medical EMCA; thought
|BibType=ARTICLE
|Year=2018
|Month=oct
|Journal=Research on Language and Social Interaction
|Volume=51
|Number=4
|Pages=347–362
|URL=https://www.tandfonline.com/doi/full/10.1080/08351813.2018.1523893
|DOI=10.1080/08351813.2018.1523893
|Abstract=This article examines “imagined constructed thought”: speakers giving voice to the inner world of a non-present other. Drawing on 9 hours of video footage of health-care staff discussing patients with intellectual disabilities (ID) during Discovery Awareness sessions, we explored times when the staff presented a possible version of a patient's thoughts. They used those versions to take a stance on the patient's inner world, often as a bridge between description of objectively observable phenomena and subjective interpretation of its meaning. It also projected staff's own stance on what the patient was thinking, both in first position descriptions and as a competitive resource in those given in second position. The findings suggest that presenting the patients' thoughts from a first-person perspective can be a versatile way of enacting a variety of complex epistemic and empathic actions in this setting. Data are in British English.
}}

Rossi2018

2018-11-22T15:15:21Z

Clair-AntoineVeyrier: BibTeX auto import 2018-11-22 03:15:21

{{BibEntry
|Key=Rossi2018
|Key=Rossi2018
|Title=Composite Social Actions: The Case of Factual Declaratives in Everyday Interaction
|Author(s)=Giovanni Rossi;
|Tag(s)=EMCA; declaratives; epistemic
|BibType=ARTICLE
|Year=2018
|Month=oct
|Journal=Research on Language and Social Interaction
|Volume=51
|Number=4
|Pages=379–397
|URL=https://www.tandfonline.com/doi/full/10.1080/08351813.2018.1524562
|DOI=10.1080/08351813.2018.1524562
|Abstract=When taking a turn at talk, a speaker normally accomplishes a sequential action such as a question, answer, complaint, or request. Sometimes, however, a turn at talk may accomplish not a single but a composite action, involving a combination of more than one action. I show that factual declaratives (e.g., “the feed drip has finished”) are recurrently used to implement composite actions consisting of both an informing and a request or, alternatively, a criticism and a request. A key determinant between these is the recipient's epistemic access to what the speaker is describing. Factual declaratives afford a range of possible responses, which can tell us how the composite action has been understood and give us insights into its underlying structure. Evidence for the stacking of composite actions, however, is not always directly available in the response and may need to be pieced together with the help of other linguistic and contextual considerations. Data are in Italian with English translation.
}}

Childs2018

2018-11-22T15:15:21Z

Clair-AntoineVeyrier: BibTeX auto import 2018-11-22 03:15:21

{{BibEntry
|Key=Childs2018
|Key=Childs2018
|Title=Paradoxical Invitations: Challenges in Soliciting More Information from Child Witnesses
|Author(s)=Carrie Childs; Dave Walsh;
|Tag(s)=EMCA; Police interviews; children; invitations
|BibType=ARTICLE
|Year=2018
|Month=oct
|Journal=Research on Language and Social Interaction
|Volume=51
|Number=4
|Pages=363–378
|URL=https://www.tandfonline.com/doi/full/10.1080/08351813.2018.1524561
|DOI=10.1080/08351813.2018.1524561
|Abstract=When interviewing children reporting their being victim of alleged sexual offenses, police officers will at some point ask interviewees if they would like to add to what has been said or if they have any questions. Formal interviewing guidelines recommend that this be done during interview closure. Using Conversation Analysis, we show that launching such invitations at interview closure makes them paradoxical. On the one hand, the child is asked to treat them as literal; on the other, they may hear them as a formulaic step in the closing of the interview, not to be taken as a genuine invitation. We compare this placement with more successful solicitations made elsewhere in the interview. The data set comprises 27 videotaped interviews from a UK police force. Data are in British English.
}}

Svennevig2018a

2018-11-22T15:15:20Z

Clair-AntoineVeyrier: BibTeX auto import 2018-11-22 03:15:19

{{BibEntry
|Key=Svennevig2018a
|Key=Svennevig2018a
|Title=Decomposing Turns to Enhance Understanding by L2 Speakers
|Author(s)=Jan Svennevig;
|Tag(s)=EMCA; turns construction
|BibType=ARTICLE
|Year=2018
|Month=oct
|Journal=Research on Language and Social Interaction
|Volume=51
|Number=4
|Pages=398–416
|URL=https://www.tandfonline.com/doi/full/10.1080/08351813.2018.1524575
|DOI=10.1080/08351813.2018.1524575
|Abstract=This study shows how multi-unit turns may be designed to facilitate incremental establishment of intersubjectivity in cases where understanding is at risk. In addressing L2 speakers, L1 speakers decompose their multi-unit turns into smaller units and present them one at a time, in “installments.” They leave a pause between each installment, thereby inviting the recipient to provide acknowledgments along the way, or alternatively, to initiate repair at an early stage. The practice may be used preemptively, to prevent potential problems of understanding from arising, or in response to an indication of an understanding problem by the recipient. The data are in Norwegian with English translation.
}}