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Fujimura-Wilson, Kayo. "A sociolinguistic study of Japanese conversation : analysis of three conversational features." Thesis, Birkbeck (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424931.
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Zhang, Wei. "Repair in Chinese conversation /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20481718.
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Jääskeläinen, Petra Pauliina. "Conversation Analysis as a Design Research Method for Designing Socioculturally Contextual Conversational Agents." Thesis, Uppsala universitet, Människa-datorinteraktion, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-414120.
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This research paper presents a study exploring if using the Conversational Analysis (CA) method in design research could result in designing more socioculturally contextual conversational agents. The research specifically focused on understanding the 1) effect on the design outcome and 2) the role in the design process. This was studied through practice-based design research, participant evaluation of the design outcome, and expert interviews on the design method. The findings were analysed both qualitatively and quantitatively and showed, that socioculturally contextual design could potentially be a data-rich field of study with connections to design concepts such as inclusive design, affective design, design ethics, increased user experience, and further studies are therefore recommended. Furthermore, the study provided an understanding of the contexts in which the CA method may be useful in design, how it can potentially impact the design, and how to apply it to the design process and showed a positive effect on the design outcome in terms of socioculturally contextual design.
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Keller, Jill Leslie. "Conversational implicature and higher-order thinking in instructional conversations." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185982.
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Results from curriculum enactment and sociolinguistic research have indicated that lessons are composed of information exchanges consisting of mostly facts and procedures that place little cognitive demand on students. Scholars from these areas have ascribed the characteristics of the school, teacher, student, management and task demands, or linguistic, and/or social context as explanations for those observations. They have not made a direct connection between how teachers and students decide who takes responsibility for providing the intellectual content of lessons and how that decision affects the students' higher order contributions. Consequently, the present study was designed to examine the way teachers and students cooperated for effective information exchanges and how that cooperative effort influenced students' higher order contributions. One hundred twelve chemistry and mathematics tutorials formed the data. The volunteer tutors possessed extensive training in their subject areas and the problems for discussion were designed to make high cognitive demands on the volunteer students. Methods from discourse analysis were used to develop an analytical model to identify, describe, and compare how the tutors and students exchanged information. The model was applied to the data to provide information on the following topics; the roles of the tutor and student, the substance of the exchanges, and the use of mediation strategies. Next, a code of conduct known as Grice's (1975) theory of conversational implicature was used to interpret the results of the analysis. The aim was to link conversational cooperation with students' higher order contributions to the discourse. First, the results indicated a model can be developed to describe, compare, and categorize instructional conversations. Second, tutors and students cooperate to maintain their roles during instruction and mediation strategies support those roles. Third, tutors and students intuitively follow Grice's (1975) conversational code of conduct to support their roles during their information exchanges. This cooperative effort is rooted in the conditions for conversational implicature. It was found when teachers and students explicitly negotiate and accept new intellectual roles before instruction (the conditions for implicature), higher order thinking can be encouraged by teachers and contributed by students to instructional conversations.
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張惟 and Wei Zhang. "Repair in Chinese conversation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B30182542.
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Xiaoling, Zhang. "Echoing in English conversation : a corpus-based study." Thesis, University of Nottingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285473.
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Thomas, Peter James. "Conversation analysis in interactive computer system design." Thesis, University of Hull, 1990. http://hydra.hull.ac.uk/resources/hull:3895.
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Chapter one discusses the rationale for, and the aims of, this study. The design of interactive computer systems is an enterprise quite distinct from the design of other artefacts: design, or inventing a pattern, for interactive computer systems is a matter of design for use.HCI research has recognised the need for a user-centred approach to design, and has correspondingly drawn upon a variety of disciplines. However, the dominance of psychological theory and method has led to the exclusion of a body of applicable findings and methods from disciplines which deal with human interaction, and to a failure to systematically investigate the the links between human interaction and human-computer interaction. Prospectively, conversation analysis provides the resources for design of more natural interactive systems,and represents the possibility of design guidance which avoids the problems inherent in current design guidelines. The methods and findings of conversation analysis, this chapter has proposed, will provide a principled approach both to the investigation of human-computer interaction, and to the design of interactive systems. Within the general aim of investigating the applicability of conversation analysis to HCI, the remainder of this study addresses both the theoretical issues, and illustrates the practical outcomes, in relation to an empirical study of user-system interaction. Chapter two examines in greater detail the perspective of ethnomethodology and the findings of conversation analysis. The expository materials, such as exist in these fields, are recognised as being difficult, especially so for those who may be approaching these topics for the first time, and from other than sociological backgrounds. Accordingly the discussion concentrates upon only their more central assumptions and findings. Chapter one observes that conversation analysis and ethnomethodology have not yet found expression in HCI research largely because of the divergence between their methods and those of psychology. The exact nature of those methods, and their advantages for HCI research, are explored in chapter three. This discussion concerns both the practical methodology adopted in this study, the relationship between experimental and non-experimental investigative methods, and the practical applicability of the methods of conversation analysis in the investigation of human-computer interaction.An empirical study of human-computer interaction is undertaken in chapter four. The examination of videotaped sequences of humancomputer interaction through conversation analytic methods is combined with the findings of conversation analysis, to formulate design guidelines and recommendations. Finally, chapter five attempts to assess the significance of this approach to HCI research and design. The promising route which conversation analysis provides for investigation of user-system interaction, and the possibility that it can inform the design of future interactive systems, is explored.
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Macleod, Catriona. "Deconstructive discourse analysis: extending the methodological conversation." SAGE Publications Ltd, 2002. http://hdl.handle.net/10962/d1007877.
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Discourse analysis is increasingly becoming a methodology of preference amongst qualitative researchers. There is a danger, however, of it being viewed as a bounded and uncontested domain of research practice. As discourse analysis is inextricably linked with theoretical issues, it is a dynamic practice that is constantly in a process of revision. In this paper I reflect on some of the conceptualisations undergirding the notion of discourse – conceptualisations that have important implications in terms of how the practice of discourse analysis proceeds. I highlight some of the dualisms that may plague discourse analysis, and offer some solutions to these. Finally, I outline the deconstructive discourse analysis that I utilised in my doctoral work. The purpose of the latter is not to provide a recipe of methodology, but to illustrate how elements of various theorists’ work (in this case Foucault, Derrida and Parker) may be profitably drawn together to perform specific discourse analytic work.Rhodes University
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Dersley, Ian. "Complaining and arguing in everyday conversation." Thesis, University of York, 1998. http://etheses.whiterose.ac.uk/2451/.
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Berlinger, Randi S. "Negotiating Identities Through Langauge,Learning, and Conversation." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194420.
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This ethnographic study explored everyday lived experiences of a group of Latina women in school and in the community in an Adult Basic Education (ABE) setting. I examined the functions of discourse in ABE in literacy events (Heath, 1983). In this way, I gained insights into literacy practices through ethnography of communication (Heath, 1983; Hymes, 1972, 1977; Philips, 1993; Saville-Troike, 2003). Narratives provided insights about what was communicated in everyday interactions.In a "teaching to the test" ideological environment, the Latina participants in this study shared knowledge and experiences and created a unique sociocultural (Vygotsky, 1978) context for learning. Over time, a community of practice (Wenger, 1998) developed through mutual engagement, joint effort, and shared repertoire which included in and out of school literacies. Salient was the collaborative effort among a local community center, community college, and school district which strived to meet the needs of Latina/o students and their families. These multiple communities of practice provided a support network integral to sustaining a community of learners.The backdrop of this study, an American-Mexican Southwest border region, was the cultural context in which American education and Latinas' Sonora Mexican world views met. This hybrid space or borderlands Anzaldua (1987) described as a place where two cultures merged to form a third culture. In practice, this hybrid space was explored in discursive practices which provided an alternative space, a third space (Moje, Cicechanowski, Kramer, Ellis, Carrillo, & Collazo, 2004) in which identities were negotiated. Participants negotiated to find balance, a synergy between change and maintenance, which was ongoing as they struggled to maintain a traditional world view while accommodating new ideas.Integral to ongoing identity construction were the relationships with language, learning, and conversation. A story emerged from daily acts and events that reflected negotiated individual and social identities in the practice of literacy, teaching, and learning. This study demonstrates the insights ethnographic investigations can bring to understanding the functions of discourse in the construction of identity and socialization into learning.
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Pethica, Stefania. "Applying conversation analysis to family therapy process research." Thesis, Bangor University, 2018. https://research.bangor.ac.uk/portal/en/theses/applying-conversation-analysis-to-family-therapy-process-research(dc41f1ee-6034-4464-93a9-83926453c64d).html.
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This manuscript explores the application of Conversation Analysis, an empirical approach to the study of naturally occurring everyday interactions, to the field of family therapy process research. Conversation Analysis is claimed to have the potential to benefit family therapy process research by providing evidence of effective therapist-family interactions and producing evidence of in-session change. However, these claims have rarely been substantiated by references to occasions in which this has been the case. This manuscript aims to address these claims in two ways: firstly by reviewing all the literature on family therapy process research that has adopted Conversation Analysis as a methodology of choice; secondly by providing an example of how Conversation Analysis can be used to explore the interactional consequences of a specific therapeutic strategy, psychoeducation, within the context of a feasibility study for a novel family therapy intervention. Finally, this manuscript provides a reflection on future research directions, theoretical developments and the clinical implications of using this methodology, thus providing a comprehensive picture of the application of Conversation Analysis in the field of family therapy process research as well as some evidence of its potential practical utility.
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Wong, Yuk-fai, and 黃旭輝. "Conversation analysis for primary student in counseling interview." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962038.
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Chan, Chi-kuen, and 陳志娟. "A study of turn-taking and overlapping in conversation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31220320.
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Chan, Chi-kuen. "A study of turn-taking and overlapping in conversation /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20481731.
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Kitamura, Noriko. "Politeness Phenomena and Mild Conflict in Japanese Casual Conversation." Thesis, The University of Sydney, 2001. http://hdl.handle.net/2123/844.
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Kitamura, Noriko. "Politeness Phenomena and Mild Conflict in Japanese Casual Conversation." University of Sydney. European Asian and Middle Eastern Languages and Studies, 2001. http://hdl.handle.net/2123/844.
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Leung, Man-ling, and 梁敏聆. "On recent developments in the study of conversational turn-taking." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26784488.
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Pratley, Rachel. "Linguistic and non-linguistic aspects of topic in multi-party talk." Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23425180.
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Yang, Bo. ""Getting to know you" conversations." Thesis, University of Aberdeen, 2013. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=210226.
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This dissertation is about “getting to know you” conversation, a form of conversation prevalent in everyday interactions. It has been defined (Garner 2004: 181) as an interaction in which participants, usually of equal social status, make initial contact and establish friendly relations, and in which they are largely concerned with finding neutral topics through which they can establish common ground—shared experiences, opinions, interests, and the like. This doctoral research was based on extensive recordings and transcription of such conversations in English between university students (both native with native and native with non-native speakers), in a relatively naturalistic setting. The analysis was conducted in two steps. The first step was to identify and describe the recurrent patterns of the data, through well-established methods of Conversation Analysis. The second was to classify identified structures within a pragmatic framework: in other words, to label utterances and sequences according to their functional properties, and to specify their roles in building relationships between the interactants. Three major sequences were identified and discussed in detail in terms of their forms, functions and distributions in a “getting to know you” conversation. Differences in usage and pragmatic effectiveness between native and non-native speakers were also identified. The research makes a new contribution to the relatively small but growing body of work in the field of conversational pragmatics. The findings of this PhD work can, and it is hoped will be, made available for EFL classroom use in China. Drawing on the present study, a potential model is proposed for an instructional unit on sequences in GTKY conversations. The suggested approach would result in a change to the typical roles of teacher and textbooks currently occurring in Chinese education, which is outlined at the end of this dissertation.
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Leung, Fung-yee. "The management of intrusion in telephone calls : a study of call-waiting in Cantonese telephone conversations /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18716118.
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Blythe, Joe. "Doing referring in Murriny Patha conversation." Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/5388.
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Successful communication hinges on keeping track of who and what we are talking about. For this reason, person reference sits at the heart of the social sciences. Referring to persons is an interactional process where information is transferred from current speakers to the recipients of their talk. This dissertation concerns itself with the work that is achieved through this transfer of information. The interactional approach adopted is one that combines the “micro” of conversation analysis with the “macro” of genealogically grounded anthropological linguistics. Murriny Patha, a non-Pama-Nyungan language spoken in the north of Australia, is a highly complex polysynthetic language with kinship categories that are grammaticalized as verbal inflections. For referring to persons, as well as names, nicknames, kinterms, minimal descriptions and free pronouns, Murriny Patha speakers make extensive use of pronominal reference markers embedded within polysynthetic verbs. Murriny Patha does not have a formal “mother-in-law” register. There are however numerous taboos on naming kin in avoidance relationships, and on naming and their namesakes. Similarly, there are also taboos on naming the deceased and on naming their namesakes. As a result, for every speaker there is a multitude of people whose names should be avoided. At any one time, speakers of the language have a range of referential options. Speakers’ decisions about which category of reference forms to choose (names, kinterms etc.) are governed by conversational preferences that shape “referential design”. Six preferences – a preference for associating the referent to the co-present conversationalists, a preference for avoiding personal names, a preference for using recognitionals, a preference for being succinct, and a pair of opposed preferences relating to referential specificity – guide speakers towards choosing a name on one occasion, a kinterm on the next occasion and verbal cross-reference on yet another occasion. Different classes of expressions better satisfy particular conversational preferences. There is a systematicity to the referential choices that speakers make. The interactional objectives of interlocutors are enacted through the regular placement of particular forms in particular sequential environments. These objectives are then revealed through the turn-by-turn unfolding of conversational interaction.
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Blythe, Joe. "Doing referring in Murriny Patha conversation." University of Sydney, 2009. http://hdl.handle.net/2123/5388.
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Doctor of PhilosophySuccessful communication hinges on keeping track of who and what we are talking about. For this reason, person reference sits at the heart of the social sciences. Referring to persons is an interactional process where information is transferred from current speakers to the recipients of their talk. This dissertation concerns itself with the work that is achieved through this transfer of information. The interactional approach adopted is one that combines the “micro” of conversation analysis with the “macro” of genealogically grounded anthropological linguistics. Murriny Patha, a non-Pama-Nyungan language spoken in the north of Australia, is a highly complex polysynthetic language with kinship categories that are grammaticalized as verbal inflections. For referring to persons, as well as names, nicknames, kinterms, minimal descriptions and free pronouns, Murriny Patha speakers make extensive use of pronominal reference markers embedded within polysynthetic verbs. Murriny Patha does not have a formal “mother-in-law” register. There are however numerous taboos on naming kin in avoidance relationships, and on naming and their namesakes. Similarly, there are also taboos on naming the deceased and on naming their namesakes. As a result, for every speaker there is a multitude of people whose names should be avoided. At any one time, speakers of the language have a range of referential options. Speakers’ decisions about which category of reference forms to choose (names, kinterms etc.) are governed by conversational preferences that shape “referential design”. Six preferences – a preference for associating the referent to the co-present conversationalists, a preference for avoiding personal names, a preference for using recognitionals, a preference for being succinct, and a pair of opposed preferences relating to referential specificity – guide speakers towards choosing a name on one occasion, a kinterm on the next occasion and verbal cross-reference on yet another occasion. Different classes of expressions better satisfy particular conversational preferences. There is a systematicity to the referential choices that speakers make. The interactional objectives of interlocutors are enacted through the regular placement of particular forms in particular sequential environments. These objectives are then revealed through the turn-by-turn unfolding of conversational interaction.
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Ilic, Dragana. "Conversation Analysis of Michael White’s Decentered and Influential Position." NSUWorks, 2017. http://nsuworks.nova.edu/shss_dft_etd/25.
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The relationship between the therapist and the client is an important consideration for most models of therapy, with all models of therapy emphasizing the importance of establishing a positive therapeutic relationship. Quantitative and qualitative studies have shown that the relationship between the therapist and the client is a predictor of positive outcomes. However, different models define the preferred therapeutic relationship differently. This study was a qualitative exploration of a decentered and influential position of the therapist in narrative therapy. A video of a one-session narrative therapy case conducted by Michael White was analyzed using conversation analysis to answer the following research question: How, if at all, can White be seen to take a decentered and influential position in narrative therapy? The findings of this study provide more knowledge about White’s decentered and influential stance in narrative therapy. It is expected that this knowledge could be useful for education and training purposes, as well as for the improvement of clinical practice.
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Parry, Ruth Helen. "Communication between stroke patients and physiotherapists : a conversation analysis." Thesis, University of Nottingham, 2002. http://eprints.nottingham.ac.uk/28413/.
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This thesis reports an ethnomethodological, conversation analytic study of communication between stroke patients and physiotherapists. The study sought to describe and explicate patterns of conduct by which therapists and patients communicate about treatment activities during therapy sessions. Analysis included a comparison between practices observed in the data and current published recommendations for good practice. The data consist of 74 treatment sessions that were video-recorded in four English hospitals. The 21 patient participants were undergoing inpatient rehabilitation for stroke. Most were recorded on four occasions over a two-week period. Their disabilities varied, but all could speak and understand at least short sentences in English. Each of the ten therapist participants was employed at senior level and used treatment approaches that are prevalent in the UK. Analysis involved repeated viewing of data and transcription of talk and body movement. It focused on three areas that emerged as central to physiotherapy interactions: The nature of treatment activities and of participation in them Achievement (success and failure) in these activities Reasons, goals and purposes underlying them Consistent with conversation analytic studies in other settings, we found that each communication practice in physiotherapy has a range of interactional effects, and that these are locally constructed and accomplished. Therefore, rather than generating „blanket prescriptions‟ about „good‟ and „bad‟ interactional practices, our study contributes to enhancing practitioners‟ understanding of the contingencies and underlying orientations that shape communication conduct, and raising their awareness of the effects of different means of achieving various interactional tasks in physiotherapy. We argue that these understandings can contribute to improvements in the practice and training of physiotherapy communication. Our study contributes to ethnomethodological and conversation analytic knowledge regarding methodological strategies for researching lay professional interactions, and to sociological understandings about the organisation of conduct in clinical interactions, particularly the role of orientations to managing physical incompetence and its implications.
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Dart, Alison M. "A conversation analysis of the discourse of group supervision." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42782.
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This thesis is a conversation analytic study of how people talk in clinical group supervision sessions. The study sought to describe and elucidate patterns of discourse by which group supervision members talk the institution of supervision ‘into being’ (Heritage, 1984:290). The data comprise a core of 21 audio recorded sessions. The recordings were made in a British University’s Practice-Based Counselling and Psychotherapy Research Clinic. All recordings are of one supervision group comprising of an experienced supervisor and three counsellors. The counsellors also all worked as clinicians in the clinic’s counselling agency. The recordings cover fortnightly supervision sessions over the course of one year. The thesis presents a detailed analysis of communications amongst the participants. In particular the thesis will show how they begin the business of supervision, with an ‘business-opening’ activity phase, which functions as an interim stage between small talk and getting down to business and orients the interactional activity to ‘feelings talk’. It shows how participants co-ordinate the presentation of case studies in a sequentially managed way. The thesis will also show how the use of ‘modelling talk enactments’ by the supervisor is responded to as advice-giving and shows how the interactants negotiate and align to the enactment with reference to an inference regarding ‘who knows what’ and ‘who knows most’. And finally, the thesis demonstrates how interactants organise laughter for negotiating the ‘tricky’ aspects of professional consideration, such as ‘liminal’ ethical aspects; appointing or accepting ‘responsibility’ for institutional problems and for negotiating where delicate matters between group members may be incipient. The study contributes to conversation analytic knowledge regarding CA literature on institutional interaction, particularly on therapeutic discourse and opens up directions for further CA research. The study also offers the findings to supervision research comprising a rare study into the ‘real-life’ interactions in group supervision.
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Hauser, Eric K. "'Corrective recasts' and other-correction of language form in interaction among native and non-native speakers of English the application of conversation analysis to second language acquisition /." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765031511&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233363059&clientId=23440.
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Tanaka, Hiroko. "Language, culture and social interaction : a comparison of turn taking in Japanese and Anglo/American English." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338179.
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Piskula, Glen A., and Glen A. Piskula. "Negotiation for Meaning and Scaffolding Techniques: An Analysis of Social Interaction between NNS Japanese Students and NS English Instructors in a Semi-Institutional Context." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625654.
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This three-article dissertation study examines one-on-one conversations between Japanese students of English and American English-speaking instructors in a semi-institutional setting. These students, who were in the U.S. for one month on a short-term study abroad program, engaged in weekly conversations with instructors as part of an ESL center's Student Help Hours Program. The SHH is a conversation program held in the student lounge, and it is designed to make trained native speakers available to answer questions about homework and hold discussions on language, culture, and various other topics. Specifically, this study combines the frameworks of Conversation Analysis (CA) and scaffolding theory in conjunction with student surveys to shed light on students' strategies to negotiate for meaning (NfM), instructors’ focus on form (FonF), and overall perceptions of program efficacy. The aim of the first article is to understand how low-intermediate to intermediate level Japanese students use confirmation checks, clarification requests, and comprehension checks, known as 3C, to successfully initiate repair on semantic, phonetic, and morphosyntactic trouble sources in conversation. A critical aspect of this analysis is the paralinguistic features students use to first identify the existence of trouble and the role of nonverbal behavior and gaze as they impact repair initiation. The second article explores how NS instructors of American English use self- and other-modification in addition to initiation, response, feedback/evaluation (IRF/E) to scaffold students on gaps and holes in their understanding of English. While three-turn sequences such as IRF/E and other predetermined instructional sequences have been criticized as inauthentic (Hall, 1995; Ohta, 1995; Kasper, 2001), my research shows higher incidences of reduced forms used in the context of semi-casual conversation. Two-turn, initiation-response (IR-only) sequences as well as self- and other-modifications of vocabulary, pronunciation, and grammar were used as more subtle instructional techniques. These data reflect persisting orientations to institutional roles as participants engage in discussions of repair, but they also show the relevance of IR and IRF/E techniques to SLA via modified output. The third article uses a combination of student responses on exit surveys and conversational excerpts to evaluate the efficacy of the SHH program. It reveals mainly positive conceptions of the program and makes recommendations for improvements. The findings of this research provide a complete picture of the complex relationship between student, instructor, and institution. It has implications for second language acquisition (SLA), pedagogy, and program administration.
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Tonsing, Kerstin Monika. "Social conversation at the work place." Diss., University of Pretoria, 2001. http://hdl.handle.net/2263/24865.
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Please read the abstract in the section, 00front, of this documentDissertation (MLog)--University of Pretoria, 2001.
Centre for Augmentative and Alternative Communication (CAAC)
MLog
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Leung, Ka-yan, and 梁家欣. "Topic management in Cantonese conversations." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31602939.
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Selting, Margret. "Descriptive categories for the auditive analysis of intonation in conversation." Universität Potsdam, 1987. http://opus.kobv.de/ubp/volltexte/2010/4198/.
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A system of descriptive categories for the notation and analysis of intonation in natural conversation is presented and discussed in relation to other systems currently suggested for incorporation in discourse analysis, The categories are based on purely auditive criteria. They differ from e.g. tonetic approaches by relying more on transcribers' and analysts' perception of the form and internal
cohesiveness of contours, especially with respect to rhythmicality and/or pitch contour (gestalt). Intonation is conceived of as a relational phenomenon; the role of intonation in conversational utterances can only be analyzed by considering its co-occurrence with other properties of utterances like syntactic, semantic and discourse organizational structures and devices. In general, intonation is viewed as one signalling system contributing to the contextualization of utterances in their conversational context. A broad functional differentiation between different types of intonation categories seems plausible: Local categories like accents might fulfill mainly semantic functions, while global categories like different contour types might fulfill primarily functions with respect to the interactive coordination of activities in conversation.
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Helga@Hilmisdottir. "A sequential analysis of "nú" and "núna" in Icelandic conversation." [Helsinki] : Nordiska språk, Department of Scandinavian Languages and Literature, Faculty of Arts, University of Helsinki, 2007. http://urn.fi/URN:ISBN:978-952-10-4082-5.
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Barham, Jo. "Do I count? : conversation analysis of young children's maths talk." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549450.
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Gross, Carola. "Couple narratives and adult attachment : using conversation analysis in assessment." Thesis, University of Essex, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548573.
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Norgard, Christine A. "La estructura lingüística del paréntesis en conversación informal la conexión entre el contexto conversacional y el contexto situacional /." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1196439304.
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Harris, Jess. "The interactional significance of tears : a conversation analytic study /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19451.pdf.
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Lucado, Charles Hubbart. "Enhancing teacher growth through conversation : an analysis of colleague conversation during the planning and teaching of a reading assessment course /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-10022007-144902/.
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Ong, Benjamin-Hai Leng. "Authority and Agency in Open Dialogue Network Meetings: A Conversation Analysis." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/25902.
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Open Dialogue is an approach to working with people and their social networks in times of mental health crisis. The approach centres around principles emphasising the responsiveness, responsibility, and flexibility of the treating team as well as the ability of the therapists to tolerate uncertainty by not rushing decisions on diagnoses or interventions (Seikkula & Arnkil, 2006). Open Dialogue places particular importance on the promotion of dialogue including an openness to hearing and understanding the experience of the client and network members, a commitment to collaborative understandings through the voices of all those present and following the lead of the network, and a willingness to be public with their own thoughts. Open Dialogue focusses on the moment-to-moment unfolding of a conversation and the therapists’ responsiveness to the changing demands of the interaction.
This thesis uses Conversation Analysis, an approach that focusses on describing the conversational practices and normative expectations that are present in conversations, and how these practices achieve social actions. The study data comes from 14 hours of video recorded therapy sessions by Open Dialogue therapists (n=12) and their clients and social network (n=36) in a child and youth mental health service. This thesis is organised around chapters analysing how therapists construct proposals to transition to a reflecting conversation, how therapists elicit stance positions and introduce new areas of discussion with multiple participants, the functions of therapists repeating the prior talk of the family, and how therapists construct a reflecting conversation. Throughout these studies therapists oriented to issues of deontic authority, or the ability to determine the future actions of others, and epistemic authority, or who has primary rights to knowledge. Therapists assume deontic authority in nominating topics for further development and selecting next speakers, while also deferring to the epistemic authority of the recipients, and promote particular forms of agency by fostering flexibility in responses. These studies demonstrate some of the ways that therapists manifest dialogical principles in practice and provide a more detailed understanding of the work that is done by Open Dialogue therapists.
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Ho, Siu-wah Annie, and 何小華. "Discourse structure of English telephone conversation: a description of the closing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3194906X.
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Henderson-Brooks, Caroline Kay. ""What type of person am I, Tess?" the complex tale of self in psychotherapy /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/22504.
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Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2006.Bibliography: p. 319-326.
Introduction: the complex tale of self in psychotherapy -- Literature review -- Introduction to the corpora and general linguistic analysis -- Introduction to the lexicogrammatical analysis of scripts, chronicles and narratives -- Chronicles: this is my normality: the complex tale of the everyday -- Scripts: I am not normal: the complex tale of alienation -- Narratives: this is how I would like normal to be: the complex tale of normality as imagination and memory -- A complex tale of normality: lexicogrammatical features across scripts, chronicles and narratives -- The contexts of psychotherapy -- Generic structure -- A complex tale of self.
This thesis investigates the complex tales of self which emerge from conversations between psychotherapists and patients with borderline personality disorder. These patients struggle in establishing a border between themselves and significant others, which is itself fundamental to a deeper construal of their own existence. They are being treated within the Conversational Model of psychotherapy. The model is strongly oriented to techniques based on language and linguistic evidence and thus offers a linguistic site at which the study of the complex interaction of self and language can be made tractable.--Within a broad corpus of transcribed audio recordings of patient-therapist discourse, the principal focus of my linguistic study is the Conversational Model's claims about three conversational types-Scripts, Chronicles and Narratives. According to Meares, they present 'self as shifting state in the therapeutic conversation' (1998:876). The thesis investigates a selection of texts to represent these three conversational types, which I have chosen according to the claims in the Conversational Model literature. It tests the evidence of Meares' claims concerning the semantic characteristics which distinguish the three conversational types, as well as the linguistic evidence concerning the claims of change in the self in particular the presentation of 'self as shifting state' (1998:876). To achieve the levels of complexity required for this linguistic study of self, this thesis uses Systemic Functional Linguistics, which has a social, interactional orientation and a multidimensional and in particular, multistratal approach. The research demonstrates that therapeutically relevant aspects of the self can be productively described, across linguistic strata, in a consistent and reproducible way as a construction of meaning. The meanings which speakers offer in wordings can provide a reliable index for evaluating the emergence and maintenance of self. The Conversational Model's 'conversations' are confirmed as linguistically distinguishable text types and the research further shows that key terms of the Conversational Model can be defended theoretically on the basis of linguistic evidence, for example, the contrastive linearlnon-linear. Together the findings describe the complexity in the tale of self.--This investigation of the Conversational Model data also tests the claims of a functional linguistics at the same time that it evaluates the Conversational Model with respect to that model's consistent appeals to language as evidence. It establishes an opportunity to extend the dialogue between linguists and practitioners of the Conversational Model: the tools of the one group increase the reflective capabilities of the other.
Mode of access: World Wide Web.
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Fitzgerald, Richard. "Method in media interaction : an ethnomethodological analysis of a radio phone-in show." Thesis, Bangor University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369277.
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Robertson, Julie. "Accommodative phonostylistic variation in conversational interaction." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2008. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=62162.
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Alfahad, Abdulrahman Abdullah. "A conversation analysis of aggressiveness and deference in Arabic news interviews." Thesis, University of Leeds, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595673.
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This thesis examines the strategies of aggressiveness and deference employed by Arab interviewers when questioning government officials and public figures. Although broadcast interviews have recently gained popularity on news channels in the Arab world, to date there has been little research exploring this topic or even the format of interviews of this type in general. However, instead of analysing a sample of interviews broadcast on one single Arabic language channel, this study compares the interviewing practices adopted on two Arabic news channels, one independent. the other state-owned, which face different broadcasting restrictions. To ensure the academic rigour of this study, the thesis draws heavily on the principles of conversation analysis, focusing more closely on the format of the interviews than their content. The topics of turn-taking systems and use of aggressiveness in interviewer questions have both been explored by conversation analysts, but their case study material has mostly been taken from Angle-American media. Their substantial corpus of work forms a solid basis for this research, allowing it to compare the findings of this study with data produced from news interviews in a range of countries where different regulatory frameworks apply. Our findings prove that the independent channel interviewers are much more aggressive in their questioning than their counterparts on the state-owned channel. The former prove to be more enterprising when designing their questions, which exerts more pressure on guests, limiting their chances of avoiding the question agenda. However, a comparison of these findings with those relating to Anglo-American studies, revealed that participants in Arabic interviews interact within a more relaxed system that tends to be more conversational and informal, and the results clearly show that the questions posed on both Arab channels were markedly less aggressive and more deferential than the examples provided in the Anglo-American literature
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West, Leonard Kip. "A sociocultural conversation analysis of Japanese university students' English turn-taking." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507286.
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Wong, Yuk-fai. "Conversation analysis for primary student in counseling interview Xiao xue sheng zai jie shou fu dao zi shang shi de tan hua fen xi /." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B31962038.
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Akindele, D. O. "Speaker's rights in English-English and Yoruba-English family discourse." Thesis, University of Nottingham, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377443.
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Horowitz, Ava Denise. "'A good old argument' : the discursive construction of family and research through argumentation." Thesis, Loughborough University, 1996. https://dspace.lboro.ac.uk/2134/32526.
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This thesis utilises Discourse Analysis to explore argumentation as a discursive tool in the construction of social life. Focusing upon family argumentation, an indepth empirical analysis is performed upon the single case study of the researcher's own family. Discourse Analysis has traditionally assumed that argumentation is generally avoided by speakers. In this thesis, the enthusiastic, creative, and sociable pursuit of argument is highlighted. Disagreement and argument are seen to initiate topics and topic change and to impassion interaction. Furthermore, sociable argument is celebrated for its conflict-handling abilities.
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Warner, Chantelle, and Hsin-I. Chen. "Designing talk in social networks: What Facebook teaches about conversation." UNIV HAWAII, NATL FOREIGN LANGUAGE RESOURCE CENTER, 2017. http://hdl.handle.net/10150/625069.
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The easy accessibility, ubiquity, and plurilingualism of popular SNSs such as Facebook have inspired many scholars and practitioners of second language teaching and learning to integrate networked forms of communication into educational contexts such as language classrooms and study abroad programs (e.g., Blattner & Fiori, 2011; Lamy & Zourou, 2013; Mills, 2011; Reinhardt & Ryu, 2013; Reinhardt & Zander, 2011). At the same time, the complex and dynamic patterns of interaction that emerge in these spaces quickly push back upon standard ways of describing conversational genres and communicative competence (Kern, 2014; Lotherington & Ronda, 2014). Drawing from an ecological interactional analysis (Goffman, 1964, 1981a, 1981b, 1986; Kramsch & Whiteside, 2008) of the Facebook communications of three German-speaking academics whose social and professional lives are largely led in English, the authors consider the kinds of symbolic maneuvers required to participate in the translingual conversational flows of SNS-mediated communication. Based on this analysis, this article argues that texts generated through SNS-mediated communication can provide classroom opportunities for critical, stylistically sensitive reflection on the nature of talk in line with multiliteracies approaches.
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Whiteley, Jervis. "Complex Adaptive Systems and Conversation Analysis: A New Perspective for Consumer Behaviour Research?" Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/734.
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The research question for this study is “Can concepts from complex adaptive systems and conversation analysis be used to research consumer behaviour?" This is, primarily, a theoretical question. After a wide-ranging literature search no scholarly publications linking the qualitative aspects of complex adaptive systems theory to marketing or consumer research were located. In addition, there appear to be few papers on consumer research which use conversation analysis. A theory for the research methodology was developed. It was argued that the production of a research theory and methodology to test the relevance and appropriateness of two very different theories - complex adaptive systems and conversation analysis was the major undertaking of this thesis. The problem of combining an essentially scientific perspective (complex adaptive systems) with an essentially qualitative one (ethnomethodology and conversation analysis) was resolved as part of the research process. A bridging theory was developed through the common ground offered by the sociology of scientific knowledge on the one hand and social-constructionist theory on the other. This methodology was successful in supporting the choice of conversation analysis as the data-collection method and provided the rationale for observing five characteristics of a complex adaptive system. The methodology was tested empirically and, in keeping with exploratory work, iteratively. It is not intended that this type of research will have predictive value. The complex adaptive system studied was consumers in a small group. There were two research locations with six data-collection sessions in each. The first location collected data from organisational groups. The second collected data from groups of consumers convened in a meeting room.Data were transcribed and analysed for all sessions according to the conventions of conversation analysis. In the meeting-room sessions, data were also collected by electronic-group-support-systems technology and subjected to a modified form of content analysis. The broad findings showed the following. The assumption that there was little evidence of interest in complex adaptive systems among consumer behaviour researchers was confirmed. Apart from one paper calling for the use of conversation analysis in consumer behaviour research, there appeared to have been no subsequent reports of its adoption. The potential for conversation analysis in consumer research has probably not been understood because it was seen as a data-collection method only within an ethnomethodological perspective. The discursive theoretical perspective, which gives a prime position to conversation analysis in the construction of factual accounts, was found to be an innovative way to study consumer behaviour. A discursive theoretical research perspective could have provided a more robust theoretical justification for the fieldwork carried out in this study than the theory of the methodology that was first developed for this study. Conversation analysis did meet the five criteria proposed for surfacing a complex adaptive system in a small group but in an unexpected way. It met these criteria through the research process. In other words, by setting up an appropriate research environment and using conversation analysis, it was shown that a complex adaptive system was in operation.An outcome of employing complex adaptive systems theory and conversation analysis is a new way of seeing groups of consumers as a self-organised, nonlinear, interactive entity. Conversation analysis has proven to be a method of empirically observing this entity, whilst preserving the consumer groups' complex adaptiveness. There were three conclusions. The first is that the discursive paradigm appears to be an alternative paradigm for consumer behaviour research that is appropriate for certain applications. For example, marketing communications and word-of-mouth communication. The second conclusion is that when small-group talk-in-interaction is recorded and analysed using conversation analysis, the characteristics of a complex adaptive system theorised in this study seem evident to the researcher. The third is that complex adaptive systems appear to be capable of being researched in the field, but more work is needed on defining the characteristics to be researched.
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Dahi, Khetam. "Examining interruption in conversation among Middle-Eastern couples." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1900.
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