emcawiki - User contributions [en]

Turan2025

2025-06-03T08:15:39Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Pınar Turan; Nur Yiğitoğlu Aptoula; |Title=Managing intersubjectivity through screen-sharing in video-mediated reflective feedback se..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Pınar Turan; Nur Yiğitoğlu Aptoula;
|Title=Managing intersubjectivity through screen-sharing in video-mediated reflective feedback sessions in pre-service language teacher education
|Tag(s)=EMCA; Applied Conversation Analysis; Video-mediated interaction; language teacher education; reflective practice; screen-sharing; multimodal conversation analysis
|Key=Turan2025
|Publisher=Elsevier
|Year=2025
|Language=English
|Month=June
|Journal=System
|Volume=130
|URL=https://www.sciencedirect.com/science/article/pii/S0346251X25000181
|DOI=https://doi.org/10.1016/j.system.2025.103608
|Abstract=As a design feature integrated in virtually every synchronous meeting tool, screen-sharing often gets interwoven with the interactional sense-making mechanisms. The sharing party creates a new nexus for joint attention, which leads to intersubjectivity through participants' synchronized engagement on screen-based items. However, screen-sharing is yet to be studied in terms of its sequential and relational placement in the video-mediated feedback meetings unfolding during English language teaching practicum. With this need in mind, the present study aims to offer a timely exploration of the interactional structure of micro-contexts where participants in video-mediated feedback sessions resort to screen-sharing, and the ways in which the virtual environment operates as a part of their interactional sense-making through practicum supervisors’ shared screen in video-mediated feedback meetings. For this purpose, we micro-analyzed the video-recordings of 17 online feedback sessions of pre-service teachers and practicum course instructors using multimodal Conversation Analysis. Findings indicate that through its display of items and actions, the screen operates as an effective epistemic resource in managing troubles in and establishing intersubjectivity during online education. The findings are conducive to the expanding research on remote instruction and have possible pedagogical and research implications for our understanding of videoconferencing for online learning purposes.
}}

Turan2023

2024-11-23T11:40:52Z

PınarTopal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Pınar Turan; Nur Yiğitoğlu Aptoula;
|Title=Between teacher candidates’ reflection and teacher educators’ evaluation: Fluctuations in epistemic (a)symmetry in feedback conversations
|Tag(s)=EMCA; evaluation; feedback talk; knowledge in interaction; language teacher education; mentoring conversations; reflective practice; Epistemic asymmetry; epistemics
|Key=Turan2023
|Year=2023
|Language=English
|Journal=The Modern Language Journal
|URL=https://onlinelibrary.wiley.com/doi/10.1111/modl.12886
|DOI=10.1111/modl.12886
|Note=The full-text is open access. Please go to https://onlinelibrary.wiley.com/action/downloadSupplement?doi=10.1111%2Fmodl.12886&file=modl12886-sup-0001-SupMat.docx to reach the OASIS Accessible Summary the authors created.
|Abstract=Evidence-based reflective practices are promoted in all recent frameworks for language teacher education (LTE). Through dialogic evidence-based feedback sessions, reflectional sequences make trainees join a virtuous cycle in which they reconsider and readjust their methods of teaching. However, research into how mentor and trainees orient to this evidence in interaction remains scarce. With this need in mind, this study investigates post-observation conversations (POCs) in a language teaching practicum. The recordings of 17 video-mediated POCs are sequentially and functionally analyzed using multimodal conversation analysis. The data suggests that the fluctuations in knowledge (a)symmetries serve as a catalyst for the progression of reflection- and evaluation-oriented sequences. The mentors strategically downgrade their epistemic position to index the trainees’ experiential knowledge and invite reflection. However, when mentors initiate evaluation-oriented sequences, they systematically insert their epistemic primacy to limit any potential resistance that would challenge their epistemic authority to evaluate. The video medium also creates unique multimodal opportunities for their mutual orientation to evidence. The findings are conducive to expanding research into reflective practice in LTE and have pedagogical and research implications for our understanding of the sequential and relational organization of epistemics in feedback conversations.
}}

Turan2023

2023-11-07T11:45:58Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Pınar Turan; Nur Yiğitoğlu Aptoula; |Title=Between teacher candidates’ reflection and teacher educators’ evaluation: Fluctuations..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Pınar Turan; Nur Yiğitoğlu Aptoula;
|Title=Between teacher candidates’ reflection and teacher educators’ evaluation: Fluctuations in epistemic (a)symmetry in feedback conversations
|Tag(s)=EMCA; evaluation; feedback talk; knowledge in interaction; language teacher education; mentoring conversations; reflective practice
|Key=Turan2023
|Publisher=John Wiley
|Year=2023
|Language=English
|Month=November
|Journal=The Modern Language Journal
|Volume=107
|Number=4
|URL=https://onlinelibrary.wiley.com/doi/epdf/10.1111/modl.12886
|DOI=10.1111/modl.12886
|Note=The full-text is open access. Please go to https://onlinelibrary.wiley.com/action/downloadSupplement?doi=10.1111%2Fmodl.12886&file=modl12886-sup-0001-SupMat.docx to reach the OASIS Accessible Summary the authors created.
|Abstract=Evidence-based reflective practices are promoted in all recent frameworks for language teacher education (LTE). Through dialogic evidence-based feedback sessions, reflectional sequences make trainees join a virtuous cycle in which they reconsider and readjust their methods of teaching. However, research into how mentor and trainees orient to this evidence in interaction remains scarce. With this need in mind, this study investigates post-observation conversations (POCs) in a language teaching practicum. The recordings of 17 video-mediated POCs are sequentially and functionally analyzed using multimodal conversation analysis. The data suggests that the fluctuations in knowledge (a)symmetries serve as a catalyst for the progression of reflection- and evaluation-oriented sequences. The mentors strategically downgrade their epistemic position to index the trainees’ experiential knowledge and invite reflection. However, when mentors initiate evaluation-oriented sequences, they systematically insert their epistemic primacy to limit any potential resistance that would challenge their epistemic authority to evaluate. The video medium also creates unique multimodal opportunities for their mutual orientation to evidence. The findings are conducive to expanding research into reflective practice in LTE and have pedagogical and research implications for our understanding of the sequential and relational organization of epistemics in feedback conversations.
}}

HircinCoban2023

2023-03-08T13:15:26Z

PınarTopal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Merve Hırçın Çoban; Betül Çimenli;
|Title=Collaborative turn construction in paired speaking tests across different proficiency levels
|Tag(s)=EMCA; conversation analysis; oral proficiency assessment; paired speaking tests; L2 IC; collaborative completions
|Key=HircinCoban2022
|Year=2022
|Language=English
|Journal=Classroom Discourse
|Pages=1-27
|URL=https://www.tandfonline.com/doi/full/10.1080/19463014.2022.2090397
|DOI=https://doi.org/10.1080/19463014.2022.2090397
|Abstract=To be able to assess interactional competence (IC), which believed to be shared knowledge rather than an individual skill, talk in paired speaking tests can be analyzed. Accordingly, this study investigates how L2 speakers of English collaboratively construct turns in paired speaking tests mainly through embodied word search sequences and their relation to IC based on a dataset of 48 recorded paired speaking tests collected from a state university in Turkey. Results of the study have revealed that turn completion is mostly constructed at word level but also at sentence level for some cases. It is shown that collaborative turn construction practices vary across different proficiency levels, especially between B1 and B2. In addition to this, there are six different resources employed by interactants to receive turn completion and the higher the students’ proficiency level is, the more varied the resources they use to do so. It is also revealed that interactants almost always achieve mutual understanding following a turn completion. Findings of the study can feed into L2 assessment practices and pedagogical practices in L2 classrooms in a way that can facilitate the teaching of L2 IC.
}}

HircinCoban2023

2023-03-08T13:14:34Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Merve Hırçın Çoban; Betül Çimenli; |Title=Collaborative turn construction in paired speaking tests across different proficiency le..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Merve Hırçın Çoban; Betül Çimenli;
|Title=Collaborative turn construction in paired speaking tests across different proficiency levels
|Tag(s)=EMCA; conversation analysis; oral proficiency assessment
|Key=HircinCoban2022
|Year=2022
|Language=English
|Journal=Classroom Discourse
|Pages=1-27
|URL=https://www.tandfonline.com/doi/full/10.1080/19463014.2022.2090397
|DOI=https://doi.org/10.1080/19463014.2022.2090397
|Abstract=To be able to assess interactional competence (IC), which believed to be shared knowledge rather than an individual skill, talk in paired speaking tests can be analyzed. Accordingly, this study investigates how L2 speakers of English collaboratively construct turns in paired speaking tests mainly through embodied word search sequences and their relation to IC based on a dataset of 48 recorded paired speaking tests collected from a state university in Turkey. Results of the study have revealed that turn completion is mostly constructed at word level but also at sentence level for some cases. It is shown that collaborative turn construction practices vary across different proficiency levels, especially between B1 and B2. In addition to this, there are six different resources employed by interactants to receive turn completion and the higher the students’ proficiency level is, the more varied the resources they use to do so. It is also revealed that interactants almost always achieve mutual understanding following a turn completion. Findings of the study can feed into L2 assessment practices and pedagogical practices in L2 classrooms in a way that can facilitate the teaching of L2 IC.
}}

Cimenli2022

2023-03-08T09:00:26Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Betül Cimenli; Olcay Sert; Christopher Jenks; |Title=Topic maintenance in video-mediated virtual exchanges: Rolling the ball back in L2..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Betül Cimenli; Olcay Sert; Christopher Jenks;
|Title=Topic maintenance in video-mediated virtual exchanges: Rolling the ball back in L2 interactions
|Tag(s)=EMCA; topic development; topic maintenance; online L2 interaction; computer-mediated communication; virtual exchange; conversation analysis
|Key=Cimenli2022
|Year=2022
|Language=English
|Journal=System
|Volume=108
|Number=102834
|URL=https://www.sciencedirect.com/science/article/pii/S0346251X22001154
|DOI=https://doi.org/10.1016/j.system.2022.102834
|Abstract=This study investigates how topics are managed in virtual exchanges between tertiary-level English language learners from Turkey and Kazakhstan. The study reports on a previously unexplored interactional device referred to as “rolling the ball back” (RBB) that invites a co-participant to maintain a current topic of discussion through reciprocation of a question asked previously. Using multimodal conversation analysis, the findings show that RBBs accomplish a range of discursive actions through this reciprocation including requesting for information, asking for opinions, changing speakership, and creating a space for topic extension. RBBs are pedagogically significant and interactionally salient in that “rolling it back” allows students to maintain topic progressivity by asking reciprocating questions in online interaction. These findings contribute to the literature on topic maintenance, as well as existing work concerned with how the discursive organization in virtual exchange can be used to enhance teaching and learning. RBBs can be used by language researchers and practitioners to design new learning practices and materials that facilitate robust learner talk in and out of language classrooms.
}}

Topal2022

2022-02-25T19:09:09Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Pınar Topal; Nur Yiğitoğlu Aptoula |Title=Going beyond the post-observation's interactional agenda: The observers’ references to th..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Pınar Topal; Nur Yiğitoğlu Aptoula
|Title=Going beyond the post-observation's interactional agenda: The observers’ references to their practices and pedagogical understandings
|Tag(s)=EMCA; Feedback interactions; post-observation conference; teacher education; conversation analysis; Professional development; Peer feedback
|Key=Topal2022
|Publisher=Elsevier B.V.
|Year=2022
|Language=English
|Month=June
|Journal=Linguistics and Education
|Volume=69
|URL=https://www.sciencedirect.com/science/article/pii/S0898589822000055?dgcid=author
|DOI=10.1016/j.linged.2022.101016
|Abstract=The recent proliferation of studies on the language of reflection unveiled post-observation conferences (POC) as an essential setting in teachers’ professional development. As the studies on these conferences have mainly focused on pre-service settings, research on in-service context where the peers are the providers of feedback remains limited. In an attempt to address this gap, this study micro-analyzes the video recordings of 14 in-service POC sessions at an English preparatory school with the theoretical and methodological tenets of conversation analysis. The findings reveal that reflective accounts are not limited to the observed, but generated by observers, too. Observing peers’ references to their past teaching events are found to function both as an interactional tool for the mitigation of critiques and as a tool for doing reflection in talk-in-interaction. The findings are conducive to the conversation analytic literature on language of reflection and expand the potential affordances of post-observation interactions.
}}
Highlights
•Post-observation conferencing encourages reflective practice also for the observing teachers.

•Teachers who observe their peers refer to their own teaching events for doing reflection and mitigating critiques.

•When used for mitigation of criticism, references to past teaching can come in the first turn as well as the third turn.

•Observers’ reference to their future teaching is also a means for positive assessment.

•Interactional practices of advice-giving/receiving shift between observer and observed peers during the conference.

Bozbiyik2022

2022-02-25T10:03:19Z

PınarTopal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Merve Bozbıyık; Nilüfer Can Daşkın;
|Title=Peer involvement in dealing with teacher's insufficient response to student initiatives
|Tag(s)=EMCA; L2 classroom interaction; peer involvement
|Key=Bozbiyik2022
|Year=2022
|Language=English
|Journal=Linguistics and Education
|Volume=69
|URL=https://www.sciencedirect.com/science/article/pii/S089858982200002X?dgcid=author
|DOI=https://doi.org/10.1016/j.linged.2022.101013
|Abstract=In this study, we examine instances of peer involvement in L2 classroom interaction when student initiatives receive an observably insufficient teacher response. The data for this study consists of video-recordings of an EFL classroom in higher education. Using Conversation Analysis (CA), this study shows that peers get involved in and extend student-initiated sequences (1) to provide a response to student initiatives that receive the teacher’s display of lack of knowledge and (2) to offer support in challenging a teacher response to student initiatives. In this way, peers contribute to resolving emergent knowledge-related troubles in teacher responses. Such peer involvement is found to create learning opportunities not only for the students but also for the teacher by changing the epistemic asymmetry and participation framework in the classroom. The analysis reflects the dynamics of classroom interaction and provides implications for our understanding of peer roles in whole-class interactions.
}}
- Peers participate in ongoing classroom interaction to resolve troubles.
- Peers deal with a teacher observable insufficient response to student initiatives.
- Peer involvement may change the participation framework of teacher-fronted classrooms.
- Peer involvement may create learning opportunities for students and teachers.

Bozbiyik2022

2022-02-15T22:33:18Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Merve Bozbıyık; Nilüfer Can Daşkın; |Title=Peer involvement in dealing with teacher's insufficient response to student initiatives..."

EMCA Organizations

2021-11-08T19:41:43Z

PınarTopal:

'''NB: At the moment this page is not maintained. If you would be willing to maintain this list and add to it from time to time, please get in touch with admins@emcawiki.net.'''

If your organization - or an organization you know of is missing from this list, please add it yourself (if you have a login), or get in touch with the EMCA wiki admins (admins@emcawiki.net). We can either create you an account or add the information on your behalf.

= International Organizations =

* [https://pragmatics.international International Pragmatics Association (IPrA)]
* [http://www.iiemca.org/ The International Institute for Ethnomethodology and Conversation Analysis (IIEMCA)]
* [http://isca.clubexpress.com/ International Society for Conversation Analysis (ISCA)]
* [https://www.isa-sociology.org/en/research-networks/research-committees/rc25-language-and-society/ International Sociological Association Language and Society Committee]
* [http://www.gesturestudies.com International Society for Gesture Studies]
* [https://www.icahdq.org International Communication Association]
* [https://sites.google.com/york.ac.uk/remotedatasessions/home Remote Data Sessions]

= National / regional organizations =

== Australasia ==
* [http://aiemca.org/ Australasian Institute for Ethnomethodology and Conversation Analysis (AIEMCA)]

== Australia ==
* [https://aiemca.org/groups/brisbane-tag/ Brisbane TAG]
* [https://aiemca.org/groups/canberra-dag/ Canberra DAG]
* [https://aiemca.org/groups/melbourne-cag/ Melbourne CAG]
* [https://aiemca.org/groups/sydney-cais/ Sydney CAIS]

== Denmark ==
* [http://mls.sdu.dk/mailman/listinfo/movin Aarhus, Aalborg, Kolding, Odense … (Denmark): MOVIN]

== Hong Kong / Macao ==
* [http://www.soc.cuhk.edu.hk/HKGMACEMCA.html Hong Kong-Macao Ethnomethodology and Conversation Analysis Group]

== Japan ==
* [http://emca.jp/ Japanese Association of Ethnomethodology and Conversation Analysis]

== United Kingdom ==
* [https://emcadoctoralnetwork.wordpress.com The EMCA Doctoral Network]: a UK-based network for doctoral training
* [https://www.sedit.org.uk Scottish Ethnomethodology, Discourse, Interaction & Talk (Group)]

== USA ==
* [http://www.asanet.org/asa-communities/sections/ethnomethodology-and-conversation-analysis ASA section on Ethnomethodology and Conversational Analysis]
* [http://www.nca-lsi.org/ Language and Social Interaction Devision of the (US) National Communication Association]
* [http://linguisticanthropology.org The Society for Linguistic Anthropology (American Anthropological Association)]

= EMCA groups =

To add your EMCA team or research group to the list email admins@emcawiki.net

== Denmark ==
* [https://pipe.sdu.dk Professional Interaction and Practice group at the University of Southern Denmark]

== Finland ==
* [http://www.oulu.fi/coact/ COACT - Complexity of (inter)action and multimodal participation]

== France ==
* [http://icar.univ-lyon2.fr/ Interactions, Corpus, Apprentissages, Représentations] ENS de Lyon Université Lyon 2

== Germany ==
* [http://www1.ids-mannheim.de Das Institut für Deutsche Sprache], Mannheim, Germany

== Netherlands ==
* [http://anela.nl/en/who-are-we/werkgroepen/awia/ AWIA – Anéla Werkgroep Interactieanalyse]

== Portugal ==
* [http://geacclissis.wordpress.com/ GEACC-Clissis: Grupo de Etnometodologia e AnÃ¡lise Conversacional da Clusividade Social], Portugal

== Sweden ==
* [https://old.liu.se/ikk/ffu/ske/samtals-och-interaktionsseminariet?l=sv Samtals- och interaktionsseminariet – SIS]

== Turkey ==
* [https://microanalysisnetwork.com Micro Analysis Network, Turkey]

== United Kingdom ==
* [https://twitter.com/CARDSatUU Conversation Analysis Reading and Data Sessions, Ulster University]
* [http://www.lboro.ac.uk/departments/socialsciences/research/darg/ The Discourse and Rhetoric Group, Loughborough University]
* [https://www.york.ac.uk/language/research/centres/caslc/ Centre for Advanced Studies in Language and Communication, University of York]
* [https://www2.le.ac.uk/departments/psychology/research/child-mental-health/lira The Language and Interaction Research Assembly, University of Leicester]
* [https://blogs.ncl.ac.uk/alc/2015/10/05/about-micro-analysis-research-group-marg/ Micro-Analysis Research Group (MARG), Newcastle University]
* [https://www.kcl.ac.uk/study/postgraduate/research-groups/work,-interaction-and-technology.aspx Work, Interaction & Technology Research Group], The Management Centre, King's College London
* [http://www.ucl.ac.uk/pals/research/languagecomm/cair UCL (UK) Centre for Applied Action Research (CAIR)]
* [[CA Data Sessions South]]

== USA ==
* [https://clic.ss.ucla.edu UCLA Centre for Language Interaction and Culture]
* [http://rucal.rutgers.edu/ RUCAL: Rutgers University Conversation Analysis Lab]
* [http://www.liso.ucsb.edu Language Interaction and Social Organization] at UC Santa Barbara
* [https://www.tc.columbia.edu/lansi/ Language and Social Interaction Working Group] at Teacher's College Columbia University, NY
* [http://uwiig.blogspot.com/ UW Interaction Interest Group] (UWIIG), University of Wisconsin
* [https://www.aaal.org/dis American Association of Applied Linguistics] Discourse Section
* [https://www.colorado.edu/program/clasp/ Culture Language and Social Practice], UC Boulder

= Open Research Networks =

An open research network is an informal gathering of EMCA researchers, usually pursuing a specific topical or regional focus. See [[How to form an EMCA research network]].

* [[EMCA AI research network]]

= Closed / archived =

Projects or groups that are no longer active

* [http://blogs.helsinki.fi/intersubjectivity/ Finnish Centre of Excellence for Intersubjectivity] (2012-2017)
* [http://www.staff.uni-giessen.de/~g31047/eingangsseite.html Telekooperation], University of Giessen, Germany (last update 1997)
* [http://www2.nordiska.uu.se/convnet/ Nordic Network for Researchers in Conversation Studies] (Page not updated since 2009)

Demir2021

2021-09-03T10:03:00Z

PınarTopal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Devran Demir; Götz Schwab
|Title=„Was heißt x?“ als kontingente Lehrerfragen im universitären Konversationsunterricht
|Tag(s)=EMCA; German; pedagogical interaction; teacher questioning; language teacher education; oral communication class
|Key=Demir2021
|Year=2021
|Language=German
|Journal=Deutsche Sprache
|Number=3
|Pages=257–278
|URL=https://dsdigital.de/ce/was-heisst-x-als-kontingente-lehrerfragen-im-universitaeren-konversationsunterricht/detail.html
|DOI=https://doi.org/10.37307/j.1868-775X.2021.03.05
|Abstract=This article examines pedagogical interactions in L2 conversation classes at a Turkish state university. Practical language courses such as “Oral Communication Skills” play an important role in the German language teacher training programme. On the one hand, they help learners to gain greater benefit, especially linguistically, from other courses of the programme. On the other hand, they raise the professional standards of prospective German teachers. Against this backdrop, research is required to provide empirical insights into teaching practices. However, the data for such a study are still very limited. To overcome this, we examined naturally occurring interaction in classroom contexts, using conversation analysis as our research methodology. The data are based on video recordings (15 hours and 43 minutes). The findings suggest that questions from the teacher of the type “Was heißt x?” (‘What does x mean?’) in non-topic-initial positions are used as recurring resources associated with certain actions in managing teacher-led speaking activities. In addition, we describe how these questions contribute to the elicitation of certain answer types and to shaping the structure of participation in the classroom.
}}
Abstract in German:
Der vorliegende Aufsatz untersucht pädagogische Interaktionen im L2-Konversationsunterricht in einer staatlichen türkischen Universität. Sprachpraktische Lehrveranstaltungen, wie z. B. „Mündliche Kommunikationsfertigkeit“, spielen im Rahmen des Studiengangs der Deutschlehrerausbildung eine wichtige Rolle. Diese tragen einerseits dazu bei, dass Lernende in anderen Lehrveranstaltungen ihres Studiengangs besser zurechtkommen, andererseits wird auch die Qualität ihrer zukünftigen beruflichen Tätigkeit als Deutschlehrkräfte verbessert. Vor diesem Hintergrund bedarf es Forschungsarbeiten, die helfen können empirische Einsichten in die konkrete Unterrichtspraxis zu gewähren. Allerdings sind die wissenschaftlichen Daten aus diesem Bereich noch sehr begrenzt. Aus diesem Grund untersuchen wir die natürlich auftretende Interaktion in diesem Klassenraumkontext und gehen dabei konversationsanalytisch vor. Unsere Daten beruhen auf Videoaufnahmen (15 Stunden und 43 Minuten). Die Befunde legen nahe, dass die „was heißt x?“-Fragen der Lehrkraft in nicht-themeneinleitenden Positionen als wiederkehrende Ressourcen, die mit bestimmten Handlungen bei der Steuerung der lehrergeleiteten Sprechaktivitäten in Verbindung stehen, herangezogen werden. Zudem beschreiben wir, wie diese zur Elizitierung bestimmter Antworttypen sowie zur Ausgestaltung der Partizipationsstruktur im Unterricht beitragen.

Demir2021

2021-09-02T17:11:04Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Devran Demir; Götz Schwab |Title=„Was heißt x?“ als kontingente Lehrerfragen im universitären Konversationsunterricht |Tag(s)=EMC..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Devran Demir; Götz Schwab
|Title=„Was heißt x?“ als kontingente Lehrerfragen im universitären Konversationsunterricht
|Tag(s)=EMCA; German; pedagogical interaction; teacher questioning; language teacher education; non-topic-initial questioning
|Key=Demir2021
|Year=2021
|Language=German
|Journal=Deutsche Sprache
|Volume=3
|Pages=257–278
|URL=https://dsdigital.de/ce/was-heisst-x-als-kontingente-lehrerfragen-im-universitaeren-konversationsunterricht/detail.html
|DOI=https://doi.org/10.37307/j.1868-775X.2021.03.05
|Abstract=This article examines pedagogical interactions in L2 conversation classes at a Turkish state university. Practical language courses such as “Oral Communication Skills” play an important role in the German language teacher training programme. On the one hand, they help learners to gain greater benefit, especially linguistically, from other courses of the programme. On the other hand, they raise the professional standards of prospective German teachers. Against this backdrop, research is required to provide empirical insights into teaching practices. However, the data for such a study are still very limited. To overcome this, we examined naturally occurring interaction in classroom contexts, using conversation analysis as our research methodology. The data are based on video recordings (15 hours and 43 minutes). The findings suggest that questions from the teacher of the type “Was heißt x?” (‘What does x mean?’) in non-topic-initial positions are used as recurring resources associated with certain actions in managing teacher-led speaking activities. In addition, we describe how these questions contribute to the elicitation of certain answer types and to shaping the structure of participation in the classroom.
}}
Abstract in German:
Der vorliegende Aufsatz untersucht pädagogische Interaktionen im L2-Konversationsunterricht in einer staatlichen türkischen Universität. Sprachpraktische Lehrveranstaltungen, wie z. B. „Mündliche Kommunikationsfertigkeit“, spielen im Rahmen des Studiengangs der Deutschlehrerausbildung eine wichtige Rolle. Diese tragen einerseits dazu bei, dass Lernende in anderen Lehrveranstaltungen ihres Studiengangs besser zurechtkommen, andererseits wird auch die Qualität ihrer zukünftigen beruflichen Tätigkeit als Deutschlehrkräfte verbessert. Vor diesem Hintergrund bedarf es Forschungsarbeiten, die helfen können empirische Einsichten in die konkrete Unterrichtspraxis zu gewähren. Allerdings sind die wissenschaftlichen Daten aus diesem Bereich noch sehr begrenzt. Aus diesem Grund untersuchen wir die natürlich auftretende Interaktion in diesem Klassenraumkontext und gehen dabei konversationsanalytisch vor. Unsere Daten beruhen auf Videoaufnahmen (15 Stunden und 43 Minuten). Die Befunde legen nahe, dass die „was heißt x?“-Fragen der Lehrkraft in nicht-themeneinleitenden Positionen als wiederkehrende Ressourcen, die mit bestimmten Handlungen bei der Steuerung der lehrergeleiteten Sprechaktivitäten in Verbindung stehen, herangezogen werden. Zudem beschreiben wir, wie diese zur Elizitierung bestimmter Antworttypen sowie zur Ausgestaltung der Partizipationsstruktur im Unterricht beitragen.

Due2017

2021-08-19T12:22:57Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Brian L. Due; |Title=Respecifying the information sheet: An interactional resource for decision-making in optician shops |Tag(s)=EMCA; d..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Brian L. Due;
|Title=Respecifying the information sheet: An interactional resource for decision-making in optician shops
|Tag(s)=EMCA; decision-making; information sheets; ethnomethodology; maps; Multimodal conversation analysis; service encounter; shopping; Video ethnography
|Key=Due2017
|Year=2017
|Language=English
|Journal=Journal of Applied Linguistics and Professional Practice
|Volume=14
|Number=2
|Pages=127–148
|DOI=https://doi.org/10.1558/jalpp.33663
|Abstract=This paper considers how information sheets are used as a resource for joint attention and decision-making in a situated service encounter. The optician shop is a perspicuous setting for addressing decision-making as an interactional accomplishment informed by information sheets, because they are routinely used and made relevant by sellers. The paper builds on ethnomethodological multimodal conversation analysis and a large corpus of more than 700 hours of video recordings from eleven different Danish optician shops. Based on one single analysis from this corpus, the paper shows how the sheet is used cooperatively and oriented to in situ as a shared resource in the process of selling/buying glasses. A key finding is that the information sheet is not just a resource for the seller but a shared resource for established joint attention and decision-making. More generally, the paper contributes to studies of service and sales encounters by highlighting the importance of inscribed objects to decision-making processes in social interaction.
}}

Due2018b

2021-08-19T12:18:05Z

PınarTopal: BibTeX auto import 2021-08-19 12:18:04

{{BibEntry
|Key=Due2018b
|Key=Due2018b
|Title=Co-constructed imagination space: a multimodal analysis of the interactional accomplishment of imagination during idea-development meetings
|Author(s)=Brian Lystgaard Due;
|Tag(s)=
|BibType=ARTICLE
|Year=2018
|Month=jul
|Journal=CoDesign
|Volume=14
|Number=3
|Pages=153–169
|URL=https://www.tandfonline.com/doi/full/10.1080/15710882.2016.1263668
|DOI=10.1080/15710882.2016.1263668
|Abstract=New ideas in organisations are often developed during business meetings and are thus dependent on the local setting and the participants’ abilities to collaboratively ideate turn by turn. Using ethnomethodology and multimodal conversation analysis as its methodological and theoretical framework, this article shows how idea development can be accomplished through the co-construction of a co-imagined space that functions as a resource for participants. This co-constructed imagination space is a theoretical construct which in oriented-to details can be accomplished through (1) organisation of turn-taking during discussions, (2) embodied orientations, and (3) use of local material structures and the environment.
}}

Due2018a

2021-08-19T12:14:09Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Brian L. Due; Simon Lange; |Title=Semiotic resources for navigation: A video ethnographic study of blind people’s uses of the white ca..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Brian L. Due; Simon Lange;
|Title=Semiotic resources for navigation: A video ethnographic study of blind people’s uses of the white cane and a guide dog for navigating in urban areas
|Tag(s)=EMCA; ethnomethodology; multimodal analysis; blindness; navigation; mobility; video-ethnography; semiotics
|Key=Due2018a
|Year=2018
|Language=English
|Journal=Semiotica
|Volume=2018
|Number=222
|Pages=287–312
|DOI=https://doi.org/10.1515/sem-2016-0196
|Abstract=This paper describes two typical semiotic resources blind people use when navigating in urban areas. Everyone makes use of a variety of interpretive semiotic resources and senses when navigating. For sighted individuals, this especially involves sight. Blind people, however, must rely on everything else than sight, thereby substituting sight with other modalities and distributing the navigational work to other semiotic resources. Based on a large corpus of fieldwork among blind people in Denmark, undertaking observations, interviews, and video recordings of their naturally occurring practices of walking and navigating, this paper shows how two prototypical types of semiotic resources function as helpful cognitive extensions: the guide dog and the white cane. This paper takes its theoretical and methodological perspective from EMCA multimodal interaction analysis.
}}

Bornakke2018

2021-08-19T12:06:44Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Tobias Bornakke; Brian L. Due; |Title=Big–Thick Blending: A method for mixing analytical insights from big and thick data sources |Tag..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Tobias Bornakke; Brian L. Due;
|Title=Big–Thick Blending: A method for mixing analytical insights from big and thick data sources
|Tag(s)=EMCA; big data; blending; ethnomethodology; ethnography; granularity; multimethodology; thick data
|Key=Bornakke2018
|Year=2018
|Language=English
|Journal=Big Data & Society
|Volume=5
|Number=1
|Pages=1-16
|DOI=https://doi.org/10.1177%2F2053951718765026
|Abstract=Recent works have suggested an analytical complementarity in mixing big and thick data sources. These works have, however, remained as programmatic suggestions, leaving us with limited methodological inputs on how to archive such complementary integration. This article responds to this limitation by proposing a method for ‘blending’ big and thick analytical insights. The paper first develops a methodological framework based on the cognitivist linguistics terminology of ‘blending’. Two cases are then explored in which blended spaces are crafted from engaging big and thick analytical insights with each other. Through these examples, we learn how blending processes should be conducted as a rapid, iterative and collaborative effort with respect for individual expertise. Further, we demonstrate how the unique, but often overlooked, granularity of big data plays a key role in affording the blending with thick data. We conclude by suggesting four commonly appearing blending strategies that can be applied when relying upon big and thick data sources.
}}

Due2019

2021-08-19T12:00:25Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Brian L. Due; Simon Bierring Lange; Mie Femø Nielsen; Celine Jarlskov; |Title=Mimicable embodied demonstration in a decomposed sequence..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Brian L. Due; Simon Bierring Lange; Mie Femø Nielsen; Celine Jarlskov;
|Title=Mimicable embodied demonstration in a decomposed sequence: Two aspects of recipient design in professionals' video-mediated encounters
|Tag(s)=EMCA; mimicry; multimodality; Video-mediated interaction; objects; gestures; embodiment; instructions; recipient design
|Key=Due2019
|Year=2019
|Language=English
|Journal=Journal of Pragmatics
|Volume=152
|Pages=13-27
|DOI=https://doi.org/10.1016/j.pragma.2019.07.015
|Abstract=Instructing others to do something with an object is an ordinary practice that may involve embodied demonstrations. Based on a single case analysis of a “troublemaker” example we show how the instructor decomposes the general instruction into more mechanic steps that can be mimicked by the instructee. The example is chosen because it reveals some of the taken for granted knowledge involved in accomplishing an instruction. The case is from a video mediated civil service setting in Denmark. In this setting, it is often necessary for a citizen to use a locally present object, e.g. a printer, and this may require instructions from the employee who is physically located elsewhere. We show how the instructor within a sequence decomposes the instruction from indexical references to known practices for dealing with objects to a more simplified discernible step-by-step description orchestrated by mimicable embodied demonstrations. Thus, the paper contributes with new insights about two aspects of recipient design in instructions and embodied interaction specifically linked to a video-mediated setting. The study is based on 8 h of video recordings of video-mediated encounters and applies EMCA multimodal interaction analysis.
}}

Due2020b

2021-08-19T11:44:00Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Brian L. Due; Dirk Vom Lehn; Helena Webb; Christian Heath; Johan Trærup; |Title=Servicing the body: placing glasses on the client’s h..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Brian L. Due; Dirk Vom Lehn; Helena Webb; Christian Heath; Johan Trærup;
|Title=Servicing the body: placing glasses on the client’s head at the opticians
|Tag(s)=EMCA;
|Key=Due2020b
|Year=2020
|Language=English
|Journal=Visual Studies
|Volume=35
|Number=2-3
|Pages=109-123
|DOI=https://doi.org/10.1080/1472586X.2020.1763196
|Abstract=Various forms of service work rely upon personnel undertaking activities that necessitate close, and in some cases potentially intimate, contact with a client’s body. In this paper, we consider the ways in which opticians place and position glasses on the head of their clients and how they avoid, or at least ameliorate, the problems and sensitivities that might arise in this close encounter with the co-participant. The paper is based on the analysis of a substantial corpus of video-recordings, augmented by field work, undertaken both in UK and Denmark. The analysis draws on ethnomethodology and conversation analysis and contributes to our understanding of the interactional accomplishment of body work and embodied conduct and to the growing corpus of research concerned with ‘multimodality’ and the social organisation of service encounters.
}}

Due2021c

2021-08-19T11:38:42Z

PınarTopal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Brian L. Due; Thomas L. W. Toft;
|Title=Phygital highlighting: Achieving joint visual attention when physically co-editing a digital text
|Tag(s)=EMCA; phygital; highlighting; Multimodal conversation analysis; digital text; co-editing
|Key=Due2021c
|Year=2021
|Language=English
|Journal=Journal of Pragmatics
|Volume=177
|Pages=1-17
|DOI=https://doi.org/10.1016/j.pragma.2021.01.034
|Abstract=In this paper, we introduce the concept of phygital highlighting. Phygital actions, by their very nature, are intertwined, simultaneously produced both physically and digitally, and may be used for practices of highlighting. The aim of this paper is therefore to revisit Goodwin's (1994) concept of highlighting and expand it to include phygital actions. We show how phygital highlighting is a participant method for achieving joint attention while engaged in face-to-face, computer-supported cooperative activity. Phygital highlighting is shown to be an observable and socially recognisable practice, composed of multimodal resources, specifically related to pointing practices and indexical terms in combination with moving the mouse and cursor, all of which are used to achieve a shared reference to specific parts of the displayed content. The paper is based on video ethnography and multimodal conversation analysis of a single case from an open office environment, which is considered a perspicuous setting for research into phygital highlighting.
}}

Due2020a

2021-08-19T11:37:53Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Brian L. Due; Christian Licoppe; |Title=Video-Mediated Interaction (VMI): Introduction to a special issue on the multimodal accomplishme..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Brian L. Due; Christian Licoppe;
|Title=Video-Mediated Interaction (VMI): Introduction to a special issue on the multimodal accomplishment of VMI institutional activities
|Tag(s)=EMCA; video-mediated interaction; VMI; ethnomethodology; conversation analysis; multimodality; institutional; meetings; healthcare; organisations; embodiment
|Key=Due2020a
|Year=2020
|Language=English
|Journal=Social Interaction: Video-Based Studies of Human Sociality
|Volume=3
|Number=3
|Pages=1-20
|URL=https://tidsskrift.dk/socialinteraction/article/view/123836/170815
|DOI=https://doi.org/10.7146/si.v3i3.123836
|Abstract=Video-Mediated Interaction (VMI) has become a mainstream, recognisable form of interaction that is often necessary for the routine accomplishment of institutional activities. It is probable that, in the wake of COVID-19, we are currently witnessing the emergence of a new normal that is rapidly forcing people to learn how to interact via different kinds of video-mediating technologies. Whereas prior research has predominantly provided insights into, e.g. frequencies of meetings or people’s feelings and experiences based on interviews, in this special issue we present new findings regarding the detailed interactional organisation and sense-making practices in which people are practically engaged, as these naturally unfold in situated contexts. Grounded in ethnomethodology and conversation analysis (EMCA) and video-based data- collection methodology, all of the papers in this special issue explore, at a very detailed and granular level, just how video-mediated interaction is accomplished moment by moment. This approach and its findings contribute new knowledge to research communities working with video-mediation. As such, this approach is of considerable
value to practitioners who need to achieve institutional goals in effective ways. In this introduction, we present a short overview of the state-of-the-art in EMCA research, and highlight the new findings contributed by the seven articles in this special issue.
}}

Due2021c

2021-08-19T11:27:03Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Brian L. Due; Thomas L. W. Toft; |Title=Phygital highlighting: Achieving joint visual attention when physically co-editing a digital tex..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Brian L. Due; Thomas L. W. Toft;
|Title=Phygital highlighting: Achieving joint visual attention when physically co-editing a digital text
|Tag(s)=EMCA; phygital; highlighting; Multimodal conversation analysis; digital text; co-editing
|Key=Due2021c
|Year=2021
|Language=English
|Volume=177
|Pages=1-17
|DOI=https://doi.org/10.1016/j.pragma.2021.01.034
|Abstract=In this paper, we introduce the concept of phygital highlighting. Phygital actions, by their very nature, are intertwined, simultaneously produced both physically and digitally, and may be used for practices of highlighting. The aim of this paper is therefore to revisit Goodwin's (1994) concept of highlighting and expand it to include phygital actions. We show how phygital highlighting is a participant method for achieving joint attention while engaged in face-to-face, computer-supported cooperative activity. Phygital highlighting is shown to be an observable and socially recognisable practice, composed of multimodal resources, specifically related to pointing practices and indexical terms in combination with moving the mouse and cursor, all of which are used to achieve a shared reference to specific parts of the displayed content. The paper is based on video ethnography and multimodal conversation analysis of a single case from an open office environment, which is considered a perspicuous setting for research into phygital highlighting.
}}

Due2023a

2021-08-19T11:21:59Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Brian L. Due |Title=Interspecies intercorporeality and mediated haptic sociality: distributing perception with a guide dog |Tag(s)=EMCA;..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Brian L. Due
|Title=Interspecies intercorporeality and mediated haptic sociality: distributing perception with a guide dog
|Tag(s)=EMCA;
|Key=Due2021b
|Year=2021
|Language=English
|Journal=Visual Studies
|DOI=https://doi.org/10.1080/1472586X.2021.1951620
|Abstract=Some visually impaired people/persons (VIP) use guide dogs to help them navigate when walking outdoors, e.g. when shopping, visiting friends or going to work. In this article, I show how a VIP and his dog function as an interspecies assemblage, in which they co-operate to accomplish navigating and avoiding obstacles. Based on ethnomethodological multimodal conversation analysis and video ethnographic methodology, the article introduces the concepts of interspecies intercorporeality, which relates to bodily connection, and mediated haptic sociality to describe the transferral of sensory feedback through the dog harness, and thereby shows how the VIP and the dog co-operate in situ. The article contributes to visual studies by highlighting how senses other than the visual are made relevant for accomplishing simple navigational tasks, and how perception of the world is achieved through a distribution of perception-related actions.
}}

Deppermann2021a

2021-05-13T20:25:38Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Arnulf Deppermann; Axel Schmidt; |Title=How Shared Meanings and Uses Emerge Over an Interactional History: Wabi Sabi in a Series of Thea..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Arnulf Deppermann; Axel Schmidt;
|Title=How Shared Meanings and Uses Emerge Over an Interactional History: Wabi Sabi in a Series of Theater Rehearsals
|Tag(s)=EMCA; Longitudinal conversation analysis; Interactional histories; theater rehearsals
|Key=Deppermann2021a
|Publisher=Taylor & Francis
|Year=2021
|Language=English
|Month=May
|Journal=Research on Language and Social Interaction
|Volume=54
|Number=2
|Pages=203-224
|URL=https://www.tandfonline.com/doi/full/10.1080/08351813.2021.1899714
|DOI=https://doi.org/10.1080/08351813.2021.1899714
|Note=Appears in the Special Issue dedicated to "Longitudinal CA: How Interactional Practices Change Over Time". Data in English and German (with English translations).
|Abstract=Taking the use of the esthetic term wabi sabi (Japanese compound noun) in a series of German- and English-language theater rehearsals as an example, this article studies the emergence of shared meanings and uses of an expression over an interactional history. We track how shared understandings and uses of wabi sabi develop over the course of a series of theater rehearsals. We focus on the practices by which understandings of wabi sabi are displayed, adopted, and negotiated. We discuss complexities and intransparencies of the manifestation of common ground in multiparty interactions and its relationship to the emergence of routine uses of the expression. Data are in English and German with English translation.
}}

Clayman2021

2021-05-13T20:17:20Z

PınarTopal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Steven E. Clayman; John Heritage;
|Title=Conversation Analysis and the Study of Sociohistorical Change
|Tag(s)=EMCA; Longitudinal conversation analysis; News interviews; institutional change
|Key=Clayman2021
|Publisher=Taylor & Francis
|Year=2021
|Language=English
|Month=May
|Journal=Research on Language and Social Interaction
|Volume=54
|Number=2
|Pages=225-240
|URL=https://www.tandfonline.com/doi/full/10.1080/08351813.2021.1899717
|DOI=https://doi.org/10.1080/08351813.2021.1899717
|Note=Appears in the Special Issue dedicated to "Longitudinal CA: How Interactional Practices Change Over Time".
|Abstract=We reflect on the affordances and challenges of interactional data in the analysis of long-term institutional change. To this end we draw on our studies of direct encounters between journalists and politicians in news interviews and presidential news conferences and in particular the use of question design as a window into the evolution of journalistic norms and press-state relations over time and the causal antecedents of such change. All analyses that incorporate a concern with environing contexts of interactional change impose certain burdens of empirical demonstration on the researcher. Here we consider three analytic issues that arise in the kind of historical-institutional analysis we have been pursuing: (a) controlling for the situational context, (b) pinpointing the locus of change, and (c) validating indicators of change. Data are in English.
}}

Clayman2021

2021-05-13T20:16:05Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Steven E. Clayman; John Heritage; |Title=Conversation Analysis and the Study of Sociohistorical Change |Tag(s)=EMCA; |Key=Clayman2021 |P..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Steven E. Clayman; John Heritage;
|Title=Conversation Analysis and the Study of Sociohistorical Change
|Tag(s)=EMCA;
|Key=Clayman2021
|Publisher=Taylor & Francis
|Year=2021
|Language=English
|Month=May
|Journal=Research on Language and Social Interaction
|Volume=54
|Number=2
|Pages=225-240
|URL=https://www.tandfonline.com/doi/full/10.1080/08351813.2021.1899717
|DOI=https://doi.org/10.1080/08351813.2021.1899717
|Note=Appears in the Special Issue dedicated to "Longitudinal CA: How Interactional Practices Change Over Time".
|Abstract=We reflect on the affordances and challenges of interactional data in the analysis of long-term institutional change. To this end we draw on our studies of direct encounters between journalists and politicians in news interviews and presidential news conferences and in particular the use of question design as a window into the evolution of journalistic norms and press-state relations over time and the causal antecedents of such change. All analyses that incorporate a concern with environing contexts of interactional change impose certain burdens of empirical demonstration on the researcher. Here we consider three analytic issues that arise in the kind of historical-institutional analysis we have been pursuing: (a) controlling for the situational context, (b) pinpointing the locus of change, and (c) validating indicators of change. Data are in English.
}}

Marian2021

2021-05-13T20:13:28Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Klara Skogmyr Marian; |Title=Initiating a Complaint: Change Over Time in French L2 Speakers’ Practices |Tag(s)=EMCA; Longitudinal conv..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Klara Skogmyr Marian;
|Title=Initiating a Complaint: Change Over Time in French L2 Speakers’ Practices
|Tag(s)=EMCA; Longitudinal conversation analysis; French; L2 interaction
|Key=Marian2021
|Publisher=Taylor & Francis
|Year=2021
|Language=English
|Month=May
|Journal=Research on Language and Social Interaction
|Volume=54
|Number=2
|Pages=163-182
|URL=https://www.tandfonline.com/doi/full/10.1080/08351813.2021.1899709
|DOI=https://doi.org/10.1080/08351813.2021.1899709
|Note=Appears in the Special Issue dedicated to "Longitudinal CA: How Interactional Practices Change Over Time". Data in French with English translations.
|Abstract=This study documents change over time and across proficiency levels in French second-language (L2) speakers’ practices for initiating complaints. Prior research has shown that speakers typically initiate complaints in a stepwise manner that indexes the contingent, moral, and delicate nature of the activity. Although elementary speakers in my data often launch complaint sequences in a straightforward way, they sometimes embodiedly foreshadow verbal expressions of negative stance or delay negative talk through brief positively valenced prefaces. More advanced speakers in part rely on the same initiation practices as elementary speakers. In addition, they recurrently use extensive prefatory work that accounts for and legitimizes the upcoming complaint, and they regularly initiate complaints jointly with coparticipants through a progressive escalation of negative stance expressions. I document interactional resources involved in this change and discuss the findings in terms of speakers’ development of L2 interactional competence. Data are in French with English translations.
}}

Pfeiffer2021

2021-05-13T20:12:53Z

PınarTopal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Martin Pfeiffer; Marina Anna;
|Title=Recruiting Assistance in Early Childhood: Longitudinal Changes in the Use of “Oh+X” as a Way of Reporting Trouble in German
|Tag(s)=EMCA; Longitudinal conversation analysis; Family interaction; reporting trouble; Oh-prefacing
|Key=Pfeiffer2021
|Publisher=Taylor & Francis
|Year=2021
|Language=English
|Month=May
|Journal=Research on Language and Social Interaction
|Volume=54
|Number=2
|Pages=142-162
|URL=https://www.tandfonline.com/doi/full/10.1080/08351813.2021.1899708
|DOI=https://doi.org/10.1080/08351813.2021.1899708
|Note=Appears in the Special Issue dedicated to "Longitudinal CA: How Interactional Practices Change Over Time".
Data in German with English translations.
|Abstract=Based on longitudinal audiovisual data from family interactions, we focus on how young children between 1;08 and 2;10 report trouble they are encountering in their current activity using the response cry oh in combination with other lexical items (e.g., “oh fell off”) and bodily displays. While at a very young age the children remain focused on their activity and try to solve the problem independently, at an older age they start to systematically use gaze directed toward the parent and suspension of the current activity to enlist the adult’s assistance. We argue that these bodily displays are among the resources whose presence or absence constrains whether the report of trouble leads to the recruitment of assistance or not. Regarding the developmental implications, it seems that during their third year of life, young children expand their repertoire for dealing with trouble interactively. Data are in German with English translations.
}}

Pfeiffer2021

2021-05-13T20:07:03Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Martin Pfeiffer; Marina Anna; |Title=Recruiting Assistance in Early Childhood: Longitudinal Changes in the Use of “Oh+X” as a Way of..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Martin Pfeiffer; Marina Anna;
|Title=Recruiting Assistance in Early Childhood: Longitudinal Changes in the Use of “Oh+X” as a Way of Reporting Trouble in German
|Tag(s)=EMCA;
|Key=Pfeiffer2021
|Publisher=Taylor & Francis
|Year=2021
|Language=English
|Month=May
|Journal=Research on Language and Social Interaction
|Volume=54
|Number=2
|Pages=142-162
|URL=https://www.tandfonline.com/doi/full/10.1080/08351813.2021.1899708
|DOI=https://doi.org/10.1080/08351813.2021.1899708
|Note=Appears in the Special Issue dedicated to "Longitudinal CA: How Interactional Practices Change Over Time".
Data in German with English translations.
|Abstract=Based on longitudinal audiovisual data from family interactions, we focus on how young children between 1;08 and 2;10 report trouble they are encountering in their current activity using the response cry oh in combination with other lexical items (e.g., “oh fell off”) and bodily displays. While at a very young age the children remain focused on their activity and try to solve the problem independently, at an older age they start to systematically use gaze directed toward the parent and suspension of the current activity to enlist the adult’s assistance. We argue that these bodily displays are among the resources whose presence or absence constrains whether the report of trouble leads to the recruitment of assistance or not. Regarding the developmental implications, it seems that during their third year of life, young children expand their repertoire for dealing with trouble interactively. Data are in German with English translations.
}}

PekarekDoehler2021

2021-05-13T20:01:31Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Simona Pekarek Doehler; Ufuk Balaman; |Title=The Routinization of Grammar as a Social Action Format: A Longitudinal Study of Video-Media..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Simona Pekarek Doehler; Ufuk Balaman;
|Title=The Routinization of Grammar as a Social Action Format: A Longitudinal Study of Video-Mediated Interactions
|Tag(s)=EMCA; Video-mediated interaction; Longitudinal conversation analysis; routinization
|Key=PekarekDoehler2021
|Publisher=Taylor & Francis
|Year=2021
|Language=English
|Journal=Research on Language and Social Interaction
|Volume=54
|Number=2
|Pages=183-202
|URL=https://www.tandfonline.com/doi/full/10.1080/08351813.2021.1899710
|DOI=https://doi.org/10.1080/08351813.2021.1899710
|Note=Appears in the Special Issue dedicated to "Longitudinal CA: How Interactional Practices Change Over Time".
|Abstract=In this article, we provide longitudinal evidence for the progressive routinization of a grammatical construction used for social coordination purposes in a highly specialized activity context: task-oriented video-mediated interactions. We focus on the methodic ways in which, over the course of 4 years, a second language speaker and initially novice to such interactions coordinates the transition between interacting with her coparticipants and consulting her own screen, which suspends talk, without creating trouble due to halts in progressivity. Initially drawing on diverse resources, she increasingly resorts to the use of a prospective alert constructed around the verb to check (e.g., “I will check”), which eventually routinizes in the lexically specific form “let me check” as a highly context- and activity-bound social action format. We discuss how such change over the participant’s video-mediated interactional history contributes to our understanding of social coordination in video-mediated interaction and of participants’ recalibrating their grammar- for-interaction while adapting to new situations, languages, or media. Data are in English.
}}

Sert2015c

2021-04-06T15:19:05Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Olcay Sert; Merve Bozbıyık; Melih Elçin; Sevgi Turan |Title=Standart Hasta-Tıp Öğrencisi Etkileşiminde Ön Bilgi İddiaları ve E..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Olcay Sert; Merve Bozbıyık; Melih Elçin; Sevgi Turan
|Title=Standart Hasta-Tıp Öğrencisi Etkileşiminde Ön Bilgi İddiaları ve Etkileşimsel Sorunlar
|Tag(s)=EMCA; conversation analysis; medical education; standardised patients; Doctor-patient interaction
|Key=Sert2015c
|Year=2015
|Language=Turkish
|Journal=Mersin Üniversitesi Dil ve Edebiyat Dergisi, MEUDED
|Volume=12
|Number=2
|Pages=73-94
|URL=http://ded.mersindilbilim.info/tr/pub/issue/19515/207875
|Note=Öz: Tıbbi etkileşim çerçevesinde yapılan araştırmalar sağlık hizmetlerindeki başarının hasta-hekim etkileşimindeki başarı ile bağlantılı olduğunu göstermiştir (Drew, Chatwin ve Collins, 2001). Buna bağlı olarak, tıp eğitimi veren üniversitelerde hasta-hekim iletişimi üzerine eğitimler yoğunlaşmış, dünyada birçok üniversitede hekimleri gerçek hayata yakın klinik ortamlara alıştırmak için “standart hasta-tıp öğrencisi” etkileşim örnekleri kullanılmaya başlanmıştır. Bu araştırmada Türkiye’deki bir üniversitede mezuniyet öncesi tıp eğitiminde kullanılan bir standart hasta-tıp öğrencisi etkileşim veri tabanından açığa çıkan ilk bulgular sunulacaktır. Araştırmanın bütüncesi video kayıt altına alınmış simülasyon ortamındaki 71 etkileşim örneğinden oluşmaktadır. Veri analizinde Konuşma Çözümlemesi yönteminden yararlanılmış, katılımcıların etkileşim içindeki sözlü ve sözsüz katkıları mikro analitik ve dizisel açılardan incelenmiştir. Veri tabanlı çözümlemeden ortaya çıkan temalardan birisi, tıp öğrencilerinin görüşmelerde hastanın durumuyla ilgili önbilgilerinden bahsettikleri anlarda ortaya çıkan etkileşimsel sorunlardır. Bulgular, bu bilgi iddialarından hemen sonra onarım dizileri, uzun süreli sessizlikler ve standart hastaların konuşmayı bitirme girişimleri gibi etkileşimsel sorunların ortaya çıktığını göstermektedir. Bu bulgular, olası etkileşimsel sorunları işaret ettiği için ülkemizde hekimlerin yetiştirilmesinde düzenlenecek eğitim programlarına önemli katkılar sağlayacak niteliktedir.
|Abstract=Previous research on medical interaction has shown that there is a link between effective doctor-patient interaction and success in medical services (Drew, Chatwin ve Collins, 2001). In relation to this, there are now a growing number of studies on doctor-patient interaction in medical education, and many universities in the world have started using communication training and samples of “standardised patients-medical student” interactions in order to help students understand clinical encounters. In this paper, preliminary findings based on a database of standardised patient-medical student interactions in a Turkish university will be presented. The data comes from a video corpus of 71 simulated patient-medical student interactions. The study employs a Conversation Analysis methodology, investigating participants’ verbal and non-verbal contributions in talk from micro-analytic and sequential perspectives. One of the phenomena that emerged from the database is the interactional trouble that emerges once a medical student displays previous knowledge on a patient’s case. The findings show that after such displays of knowledge, interactional troubles including repair sequences, long silences, and attempts to terminate on-going talk emerge. These findings may have contributions for developing training programmes in Turkey and beyond, as they point us to interactional troubles that are important in medical communication.
}}

Kunitz2021

2021-03-24T21:57:17Z

PınarTopal: Created page with "{{BibEntry |BibType=BOOK |Title=Classroom-based Conversation Analytic Research |Editor(s)=Silvia Kunitz; Numa Markee; Olcay Sert; |Tag(s)=EMCA; Classroom Interaction; Teacher..."

{{BibEntry
|BibType=BOOK
|Title=Classroom-based Conversation Analytic Research
|Editor(s)=Silvia Kunitz; Numa Markee; Olcay Sert;
|Tag(s)=EMCA; Classroom Interaction; Teacher education; CA-SLA
|Key=Kunitz2021
|Publisher=Springer International Publishing
|Year=2021
|Language=English
|Howpublished=Book;
|Edition=1
|Pages=426
|URL=https://www.springer.com/gp/book/9783030521929#reviews
|DOI=10.1007/978-3-030-52193-6
|ISBN=978-3-030-52193-6
|Series=Educational Linguistics
}}
This book presents an international range of conversation analytic (CA) studies of classroom interaction which all discuss their empirical findings in terms of their theoretical and methodological contribution to the field of second language studies and their potential pedagogical relevance. The volume is thus unique in its focus on the theoretical and practical insights of CA classroom-based research and on the impact that such insights might have at the pedagogical level, from teaching to testing to teacher education. Given the growing interest in the pedagogical applicability of CA research, this book is a timely addition to the existing literature.

ACI2021

2021-03-20T08:44:25Z

PınarTopal:

{{Announcement
|Announcement Type=Training
|Full title=Analyzing Classroom Interactions Summer School 2021
|Short title=ACI 2021
|Short summary=@univgroningen offers an online summer school on Analyzing Classroom Interactions on 5-9 July 2021. Contact aci.summerschool@rug.nl for further info. Apply before May 16, 2021!
|Announcement text=In this summer school, we will bring together the methodological expertise from the University of Groningen, as well as national and international colleagues, providing you with the opportunity to learn about different approaches and methods used within the paradigm of educational interactions.

Building on a unique combination of different disciplinary perspectives, this summer school will appeal to students and early career researchers with an interest, and potentially data, in interaction and learning; it will also welcome applicants without any previous training in the subject, who are interested in exploring classroom interaction as a subject for the continuation of their academic career. Learning, inside and outside schools, happens in interaction between children and their teachers, parents, and peers. It takes human interaction to learn to talk, to do math, to collaborate and to learn autonomously. Research on educational interactions has grown tremendously in the past decade. It reveals important insights for educational improvement. This summer school will offer a broad range of methods to capture and analyse classroom interactions.
|Year=2021
|Web link=https://www.rug.nl/education/summer-winter-schools/analyzing-classroom-interaction/?lang=en
|Categories (tags)=EMCA; classroom interaction
|From date=2021/07/05
|To date=2021/07/09
|Address=Online
|Submission deadline=2021/05/16
}}
The summer school is primarily intended for graduate students to early career researchers, but will be open to advanced undergraduate students who are willing to take on an inspiring challenge. No specific prior knowledge or experience is required. Undergraduate students will need to have already acquired 120 ECTS in their bachelor programme. It is expected that the participants have a sufficient command of the English language to actively participate in the discussions and to present their own work in English.

After this course you will be able to:

* describe the theoretical underpinnings of micro-analytic research on classroom interactions
* formulate your own research questions
* set up a design for research on classroom interactions
* analyze data on classroom interactions using state-of-the-art techniques

The workload is estimated at 56 hours, and includes participation in all summer school activities and preparation (reading all material, poster preparation).

ACI2021

2021-03-20T08:40:24Z

PınarTopal:

{{Announcement
|Announcement Type=Training
|Full title=Analyzing Classroom Interactions Summer School 2021
|Short title=ACI 2021
|Short summary=University of Groningen offers an online summer school on Analyzing Classroom Interactions on 5-9 July 2021. Apply before May 16, 2021!
|Announcement text=In this summer school, we will bring together the methodological expertise from the University of Groningen, as well as national and international colleagues, providing you with the opportunity to learn about different approaches and methods used within the paradigm of educational interactions.

Building on a unique combination of different disciplinary perspectives, this summer school will appeal to students and early career researchers with an interest, and potentially data, in interaction and learning; it will also welcome applicants without any previous training in the subject, who are interested in exploring classroom interaction as a subject for the continuation of their academic career. Learning, inside and outside schools, happens in interaction between children and their teachers, parents, and peers. It takes human interaction to learn to talk, to do math, to collaborate and to learn autonomously. Research on educational interactions has grown tremendously in the past decade. It reveals important insights for educational improvement. This summer school will offer a broad range of methods to capture and analyse classroom interactions.
|Year=2021
|Web link=https://www.rug.nl/education/summer-winter-schools/analyzing-classroom-interaction/?lang=en
|Categories (tags)=EMCA; classroom interaction
|From date=2021/07/05
|To date=2021/07/09
|Address=Online
|Submission deadline=2021/05/16
}}
The summer school is primarily intended for graduate students to early career researchers, but will be open to advanced undergraduate students who are willing to take on an inspiring challenge. No specific prior knowledge or experience is required. Undergraduate students will need to have already acquired 120 ECTS in their bachelor programme. It is expected that the participants have a sufficient command of the English language to actively participate in the discussions and to present their own work in English.

After this course you will be able to:

* describe the theoretical underpinnings of micro-analytic research on classroom interactions
* formulate your own research questions
* set up a design for research on classroom interactions
* analyze data on classroom interactions using state-of-the-art techniques

The workload is estimated at 56 hours, and includes participation in all summer school activities and preparation (reading all material, poster preparation).

ACI2021

2021-03-20T08:38:54Z

PınarTopal: Created page with "{{Announcement |Announcement Type=Training |Full title=Analyzing Classroom Interactions Summer School 2021 |Short title=ACI 2021 |Short summary=University of Groningen offers..."

{{Announcement
|Announcement Type=Training
|Full title=Analyzing Classroom Interactions Summer School 2021
|Short title=ACI 2021
|Short summary=University of Groningen offers an online summer school on Analyzing Classroom Interactions on 5-9 July 2021. Apply before May 16, 2021!
|Announcement text=In this summer school, we will bring together the methodological expertise from the University of Groningen, as well as national and international colleagues, providing you with the opportunity to learn about different approaches and methods used within the paradigm of educational interactions.

Building on a unique combination of different disciplinary perspectives, this summer school will appeal to students and early career researchers with an interest, and potentially data, in interaction and learning; it will also welcome applicants without any previous training in the subject, who are interested in exploring classroom interaction as a subject for the continuation of their academic career. Learning, inside and outside schools, happens in interaction between children and their teachers, parents, and peers. It takes human interaction to learn to talk, to do math, to collaborate and to learn autonomously. Research on educational interactions has grown tremendously in the past decade. It reveals important insights for educational improvement. This summer school will offer a broad range of methods to capture and analyse classroom interactions.
|Year=2021
|Web link=https://www.rug.nl/education/summer-winter-schools/analyzing-classroom-interaction/?lang=en
|Categories (tags)=EMCA; classroom interaction
|From date=2021/07/05
|To date=2021/07/09
|Address=Online
|Submission deadline=2021/05/16
}}
The summer school is primarily intended for graduate students to early career researchers, but will be open to advanced undergraduate students who are willing to take on an inspiring challenge. No specific prior knowledge or experience is required. Undergraduate students will need to have already acquired 120 ECTS in their bachelor programme. It is expected that the participants have a sufficient command of the English language to actively participate in the discussions and to present their own work in English.

After this course you will be able to:

- describe the theoretical underpinnings of micro-analytic research on classroom interactions
- formulate your own research questions
- set up a design for research on classroom interactions
- analyze data on classroom interactions using state-of-the-art techniques

The workload is estimated at 56 hours, and includes participation in all summer school activities and preparation (reading all material, poster preparation).

Atar2017

2021-03-17T09:45:18Z

PınarTopal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Cihat Atar;
|Title=Konuşma Çözümlemesi ve Uygulamalı Dilbilim
|Tag(s)=EMCA; Conversation Analysis; applied linguistics
|Key=Atar2017
|Year=2017
|Language=Turkish
|Journal=Medeniyet Eğitim Araştırmaları Dergisi
|Volume=1
|Number=1
|Pages=17-25
|URL=https://dergipark.org.tr/en/pub/mead/issue/30039/321572
|Abstract=The aim of this study is to introduce the history, principles, mechanisms and contributions of Conversation Analysis, which has gained popularity in international literature in recent years, to the field of Applied Linguistics. Conversation Analysis has increased its popularity since the 60's and 70's, when it emerged as a systematic approach, and started to be used in areas such as corporate communication, second language teaching, forensic linguistics and classroom communication. In the Turkish literature, there are several comprehensive studies that introduce Conversation Analysis in general (Sert, Balaman, Daşkın, Büyükgüzel, & Ergül, 2015) and examine the use of Conversation Analysis in the training of second language teachers (Sert, 2016). However, since there are not enough studies on Conversation Analysis and Applied Linguistics in Turkish literature, this study aims to make a contribution to this field.
}}
Öz: Bu çalışmanın amacı son yıllarda uluslararası alanyazında popülerlik kazanan Konuşma Çözümlemesinin tarihini, ilkelerini, mekanizmalarını ve Uygulamalı Dilbilim alanına katkılarını tanıtmaktır. Konuşma Çözümlemesi sistematik bir yaklaşım olarak ortaya çıktığı 60’lı ve 70’li yıllardan itibaren popülerliğini arttırmış ve kurumsal iletişim, ikinci dil öğretimi, adli dilbilim ve sınıf içi iletişim gibi alanlarda kullanılmaya başlanmıştır. Türkçe alanyazında Konuşma Çözümlemesini genel itibariyle kapsamlı bir şekilde tanıtan (Sert, Balaman, Daşkın, Büyükgüzel ve Ergül, 2015) ve Konuşma Çözümlemesinin ikinci dil öğretmeni yetiştirilmesinde kullanılmasını inceleyen kapsamlı birkaç araştırma bulunmaktadır (Sert, 2016). Ancak, Türkçe alanyazında Konuşma Çözümlemesi ve Uygulamalı Dilbilim üzerine yeterli çalışma olmadığı için bu çalışma bu alana bir katkı sağlamayı hedeflemektedir.

Girgin2020

2021-03-17T09:44:45Z

PınarTopal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Ufuk Girgin, Yasemin Acar, Erdem Akbaş, Emine Yavuz, Almıla Elif Altan, Murat Boran, Zeynep Ölçü Dinçer, Dürdane Lafcı Tor, Gürkan Moralı
|Title=Konuşma Çözümlemesi Yöntemi: Veri Toplama ve Çözümleme Süreçlerinde Geçerlik, Güvenirlik ve Etik
|Tag(s)=EMCA; data collection; interaction analysis; validity; reliability; ethics; conversation analysis
|Key=Girgin2020
|Year=2020
|Language=Turkish
|Journal=Hacettepe University Journal of Education
|Pages=1-22
|DOI=http://doi.org/10.16986/huje.2020063458
|Abstract=With a growing interest in integrating conversation analysis (CA) into exploring and understanding social interaction in Turkish context, the CA methodology has recently been employed in the educational research as well as the research in social sciences. Nevertheless, the number of studies in Turkish literature dealing with the methodology thoroughly seems to be rather limited. The aim of the present paper is to introduce the principles of CA, present detailed information about the phases of data collection and interaction analysis to reach valid and reliable results and shed light on the ethical issues to be taken into consideration in these phases. With the present paper focusing on the issues of validity, reliability and ethics in the CA methodology, we also aim to contribute to the existing literature on conversation and interaction analysis in Turkey and guiding researchers exploring social interaction.
}}
Öz: Sosyal etkileşimi tanımlamada kullanılan konuşma çözümlemesi yöntemine olan ilgi son dönemde Türkiye’de artmaya başlamış ve bu yöntem, diğer sosyal bilimler alanlarında olduğu gibi eğitim araştırmalarında da sıklıkla kullanılmaya başlanmıştır. Ancak Türkçe alan yazında konuşma çözümlemesi yöntemini ayrıntılı olarak ele alan ve tartışan çalışmaların sayısının oldukça az olduğu görülmüştür. Bu çalışmanın amacı; konuşma çözümlemesinin ilkelerini tanıtmak, geçerli ve güvenilir bulgular elde edebilmek için veri toplama ve etkileşim çözümleme süreçlerine yönelik ayrıntılı bilgiler sunmak ve bu süreçlerde dikkat edilmesi gereken etik hususları tartışmaktır. Bu çalışmada konuşma çözümlemesinde geçerlik, güvenirlik ve etik konularına odaklanılarak Türkiye’de görece yeni oluşan alan yazına katkıda bulunulması ve bu yöntemle ilgilenen araştırmacıların bilgilendirilmesi de hedeflenmiştir.

Ergul2015

2021-03-17T09:43:55Z

PınarTopal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Hatice Ergül;
|Title=Evlenilecek Kadın ve Evlenilecek Erkek Kimdir Sorusuna Etkileşimsel Bir Yanıt: Üyelik Kümeleme Çözümlemesi
|Tag(s)=MCA; membership categorization analysis; marriage shows; social categories
|Key=Ergul2015
|Year=2015
|Language=Turkish
|Journal=Mersin Üniversitesi Dil ve Edebiyat Dergisi, MEUDED
|Volume=12
|Number=2
|Pages=115-134
|URL=http://ded.mersindilbilim.info/tr/download/article-file/182676
|Abstract=This article examines the co-construction and perpetuation of social categories ‘marriage men’ and ‘marriage women’ in talk-in-interaction. It draws on a corpus of video-recorded interaction among female Turkish participants while they are watching marriage shows, which have become very popular in Turkish media in the last decade. This study adopts a Membership Categorization Analysis approach to analyze interactional data to investigate the relationship between language and social categories. By adhering to the same ethnomethodological principles as Conversation Analysis, MCA provides the researchers with methodological tools to examine construction of social categories in an emprically robust way. During TV watching, the viewers do categorial work through assessment sequences. They assess the participants on the show in terms of their membership to ‘marriage men’ and ‘marriage women’ categories. Two facets of MCA suggested by Schegloff (1991): 1) category-bound activities, and 2) being protected against induction have been demonstrated in relatıon to ‘marriage men’ and ‘marriage women’ categories.
}}
Öz: Bu makale izleyicilerin ‘evlilik kadını’ ve ‘evlilik erkeği’ olarak nitelendirdikleri toplumsal ulamların etkileşim içinde konuşma esnasında yeniden yapılandırılmasını ve pekiştirilmesini incelemektedir. Bu çalışmada kullanılan bütünce Türkiye’de son on yılda çok popülerlik kazanmış olan evlilik programlarını izlemekte olan Türk kadınlarının video kayıt altına alınmış etkileşimlerinden oluşmaktadır. Üyelik Ulamla Çözümlemesi (ÜUÇ) etkileşimde kullanılan dil ve toplumsal ulamlar arasındaki ilişkinin ortaya çıkarılması için kullanılmıştır. Konuşma Çözümlemesi yöntemiyle aynı budun yöntembilim ilkelerene bağlı kalan ÜUÇ yöntemi toplumsal ulamların etkileşim içinde empirik bir şekilde incelenebilmesine olanak sağlar. Yapılan çözümlemelerde. izleyicilerin televizyon izleme esnasında toplumsal ulamları özellikle yaptıları değerlendirmelerle yeniden yapılandırdığını görüyoruz. ‘Evlilik kadını ve ‘evlilik erkeği’ ulamlarını yapılandırırken izleyicilerin Schegloff (1991)’un daha önce belirttiği ÜUÇ yönteminin iki önemli özelliği: 1) ulamlara bağlı etkinlikler ve 2) dış etmenlere karşı kendini koruma eğilimi yapılan çözümlemerde ‘evlilik erkeği’ ve ‘evlilik kadını’ ulamlarına bağlı olarak gösterilmiştir.

Buyukguzel2015

2021-03-17T09:42:13Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Safinaz Büyükgüzel; Serap Gül |Title=Tartışmada Örtüşme ve Örtüşmelerin Çözümü |Tag(s)=EMCA; overlap; overlap resolution..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Safinaz Büyükgüzel; Serap Gül
|Title=Tartışmada Örtüşme ve Örtüşmelerin Çözümü
|Tag(s)=EMCA; overlap; overlap resolution; debate; conversation analysis
|Key=Buyukguzel2015
|Year=2015
|Language=Turkish
|Journal=Mersin Üniversitesi Dil ve Edebiyat Dergisi, MEUDED
|Volume=12
|Number=2
|Pages=95-113
|URL=http://ded.mersindilbilim.info/tr/pub/issue/19515/207876
|Abstract=Talk in interaction is maintained with a systematic and orderly exchange of turns with minimum silence and overlap. An overlap refers to the simultaneous attempts of the interactants to take the turn using a variety of interactional resources and thus to talk at the same time. This study presents an investigation into overlapping talk in a debate show on TV. The data in the present study comes from a show broadcast on the 9th of March 2015. The focus of this single case analysis is on the management of overlapping talk through an in-depth examination of the data. To this end, the detailed transcriptions have been examined in terms of the interactional resources that occur around overlaps and then further functions and implications of these resources have been discussed.
}}
Öz: Karşılıklı bir konuşmanın akıcılığı, söz sırası düzeninin sistemli bir şekilde işleyebilmesi ile mümkündür. Bunun için de konuşmacıların söz geçişleri sırasında en az düzeyde sessizlik ve örtüşme oluşturması beklenir. Örtüşme, konuşucuların söz sırasını alma istekleri sonucu, çeşitli etkileşimsel kaynakları kullanarak aynı anda konuşmalardır. Bu çalışma, konuşma içerisinde ortaya çıkan örtüşmelerin özel bir televizyon kanalında yayınlanan bir tartışma programında nasıl oluştuğu ve işlediğine yönelik bir inceleme sunmaktadır. İnceleme örneği olarak, özel bir haber kanalında, 9 Mart 2015 tarihinde yayınlanan bir programdan alınan örnek kesit kullanılmıştır. Tek durum çözümlemesi (single case analysis) örneği olan bu çalışma, ilgili verinin ayrıntılı bir incelemesi ile medya etkileşiminde örtüşmenin nasıl idare edildiğine odaklanmaktadır. Bunun için, ilgili kesitin örtüşme açısından ne tür etkileşimsel kaynaklar ortaya çıkardığına ayrıntılı çevriyazı ile bakılmış, ardından da bunların etkileşim açısından işlevi ve değerleri tartışılmıştır.

Ergul2015

2021-03-17T09:35:38Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Hatice Ergül; |Title=Evlenilecek Kadın ve Evlenilecek Erkek Kimdir Sorusuna Etkileşimsel Bir Yanıt: Üyelik Kümeleme Çözümlemesi..."

Girgin2019

2021-03-15T19:06:09Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Ufuk Girgin; Adam Brandt; |Title=Creating space for learning through ‘Mm hm’ in a L2 classroom: Implications for L2 classroom intera..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Ufuk Girgin; Adam Brandt;
|Title=Creating space for learning through ‘Mm hm’ in a L2 classroom: Implications for L2 classroom interactional competence
|Tag(s)=EMCA; L2 classroom interaction; minimal response token; mm hm; L2 classroom interactional competence; conversation analysis; embodiment
|Key=Girgin2019
|Year=2019
|Language=English
|Journal=Classroom Discourse
|Volume=11
|Number=1
|Pages=61-79
|DOI=doi.org/10.1080/19463014.2019.1603115
|Abstract=Studies on Second Language (L2) classroom interaction have placed a great deal of emphasis on the value of teacher third-turn feedback practices. However, the roles that seemingly minor aspects of interaction like minimal response tokens (e.g. ‘Mm’, ‘Mm hm’, ‘Uh huh’, ‘Okay’, ‘Yeah’) play as a feature of these practices have not been investigated in great detail. Studies which have sought to examine what such tokens do in language teaching and learning processes have mostly adopted a discourse analytic perspective, thereby treating them more or less as a homogeneous group (namely, ‘backchannel signals’). However, through ethnomethodological research, each token has been found to be doing distinctive work. This study adopts a multimodal conversation analytic perspective to investigate the uses of ‘Mm hm’ by an English as a Foreign Language teacher in a teacher education context. Analysis demonstrates how the teacher uses the token as a ‘continuer’ to withhold a third-turn evaluation, thereby keeping the channel open for further participation and hence creating space for learning. As such, the study furthers our understanding of L2 teachers’ third-turn feedback practices and has direct implications for L2 teacher classroom interactional competence.
}}

Girgin2020

2021-03-15T18:59:24Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Ufuk Girgin, Yasemin Acar, Erdem Akbaş, Emine Yavuz, Almıla Elif Altan, Murat Boran, Zeynep Ölçü Dinçer, Dürdane Lafcı Tor, Gür..."

Atar2017

2021-03-15T18:48:54Z

PınarTopal: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Cihat Atar; |Title=Konuşma Çözümlemesi ve Uygulamalı Dilbilim |Tag(s)=EMCA; Conversation Analysis; applied linguistics |Key=Atar201..."