4th Meeting (2014)

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The Language and Social Interaction Working Group (LANSI)


Fourth Meeting of the Language and Social Interaction Working Group (LANSI)

(All presentations take place in Grace Dodge Hall 179)


Friday, October 3, 2014

8:00 - 8:30

Registration and Welcome to the Conference

8:30 - 8:55

Balancing Teacher Control and Exploratory Talk in the Adult ESL Classroom

 Ruey-Ying Liu

Teachers College, Columbia University 

Based on video-recordings and transcripts from an adult ESL lesson, this conversation analytic study demonstrates how the teacher exercises control over the content of classroom conversation while allowing space for students' exploratory talk by deploying three strategies: reformulating response, repairing initiation, and connecting responses.

9:00 - 9:25

Direct Reported Speech as an Interactional Resource for Co-managing Clinical Disfluencies

Christopher Van Booven

New York University 

This paper examines telephone conversations between two friends-'"one of whom has been diagnosed as a person who stutters (PWS). Analysis revealed that (a) clinical disfluencies often emerged during PWS responses to account solicitations and (b) both interlocutors deployed direct reported speech as a technique for accomplishing a fluent account.

9:30 - 9:55

Lapsed Catholic and Mother of Two: Interactional Identity Work in an Anonymous Online Forum 

Christine Jacknick

Sharon Avni

Borough of Manhattan Community College, CUNY 

Focusing on positioning within a CA framework, we examine online forum posts about a Hebrew charter school, arguing that the anonymity of the forum both allows and requires overt identity work. In addition, we show the complexity of overlapping and competing areas of expertise in participants' self- and other-positioning.

9:55 - 10:10

Coffee/Tea Break (GDH 177)

10:10 - 10:35

Unravelling the Nature of Flirting: A Single Case Analysis

Rongchan Lin

Teachers College, Columbia University 

This paper examines how flirting is initiated and how alignment or disalignment is demonstrated in response to flirting between two platonic friends. It uncovers the specific strategies employed during flirting from a conversation analytic perspective.

10:40 - 11:05

When "Others" Correct 

Timothy Koschmann

Southern Illinois University School of Medicine

Alan Zemel

University at Albany, SUNY 

We present a single-case analysis from a medical encounter in which a patient requests renewal of a pain medication prescription. When the physician begins to enumerate possible problems with overuse of a particular product, the patient denies use. The analysis focuses on organizational differences between direct other-correction and other-initiated self-correction.

11:10 - 12:10

Invited Lecture 

Classroom Discourse: From Recitation to Reasoning 

Hugh "Bud" Mehan

University of California, San Diego

12:10 - 2:10

Lunch in the Neighborhood

2:10 - 2:35

Using Conversation Analysis to Identify Deviance in the Interactions of Atypical Populations: An Exploration of Challenges

Lisa Mikesell

Rutgers University

Andrea Mates

Neurobiology of Language Research Group

Anna Joaquin

California State University, Northridge 

Using videotaped data of interactions with individuals diagnosed with neurological and psychiatric disorders, we highlight two main challenges faced by conversation analysis in identifying "impaired" or "problematic" practices and discuss their significance for analysis: 1) "normals" may employ deviant practices while diagnosed individuals may employ non-deviant practices and 2) deviant practices can be treated as ordinary by interlocutors.

2:40 - 3:05

Collective Translation: An Interactional Practice of Translating Together in a Chinese Foreign Language Class 

Abby Dobs

Pennsylvania State University 

Using conversation analytic methods, this paper describes one distinct type of choral response identified by the author as collective translation (CT). Analysis reveals how a student response that appears in unison at first blush is in fact a richly textured, delicately coordinated endeavor with potential consequences for student language learning.

3:10 - 3:35

Invoking Domain Discrepancy as Leveraging Practice: An Analysis of the Korean Connective -nuntey from a Comparative Perspective 

Kyu-hyun Kim

Kyung Hee University

Kyung-Hee Suh

Hankuk University of Foreign Studies 

The Korean connective -nuntey is used for importing a "scene" and invoking discrepancy vis-vis the current interactional domain. Various uses of -nuntey are coherently accounted for as a discrepancy-managing practice by which the scenic import of the nuntey-clause is leveraged to upgrade the accountability/tellability of its host utterance/action.

3:35 - 3:50

Coffee/Tea Break (GDH 177)

3:50 - 4:15

Okay So: Discourse Markers across Teaching Contexts 

Stephen Daniel Looney

Pennsylvania State University 

This paper investigates the use of okay so by teachers in two university contexts: the mathematics recitation and the physics laboratory. Rooted in a micro-analytic framework of interactional competence (Hall, Hellermann, & Pekarek-Doehler, 2011), the analysis reveals context-specific functions for okay so in the math recitation and the physics lab.

4:20 - 4:45

Turn-taking in American Sign Language Discourse 

Diana Gorman Jamrozik

Columbia College Chicago 

This study analyzes overlapping discourse in American Sign Language (ASL). Findings show that participants hold on to, give, and attempt to take turns through altering the phonology of signs. This paper offers a taxonomy of the specific phonologic differences that characterize an ASL interruption and an ASL collaborative overlap.

4:50 - 5:15

Some Notes on the Praxeology of "Epistemics" 

Douglas Macbeth

Ohio State University

Zekiye Yahsi

Gazi University 

This paper presents a cautionary reading of "epistemics" in the CA literature, and the excitement it has inspired (see Drew, 2012). It asks what we mean by "knowledge," and what relations we envision by the phrase "knowledge in action." It measures the phrase to prior ethnomethodological readings, and an exhibit.

5:20 - 5:45

 PGC: A Multimodal Floor-capturing Mechanism in Multi-party Social Interactions 

Allie King

Carolyn Dunn

Teachers College, Columbia University 

In an informal multi-party interaction, speakers used a multimodal self-selection mechanism to get the floor successfully. The Perturbation Gesture Combination (PGC), comprised of a restart, pause, and gesture, was superior in floor obtainment over use of its components individually, indicating the necessity for a more complex approach to multi-party interaction.

5:45 - 6:45  Reception (GDH 177)

Saturday, October 4, 2014

8:30 - 8:55

"Mother Knows Best": Reported Speech of Absent Figures in Chinese Immigrant Family Dinner Interactions 

Yan Zeng

Hunter College, CUNY

Centered on the close analysis of dinner-time conversations, this paper examines how a Chinese immigrant uses the reported speech of absent figures to establish authority and challenge traditional gender roles and power relations.

9:00 - 9:25

Struggling with What? Exploring One Child's Multimodal Representations of Knowledge 

Angela Moon

University of British Columbia 

Based on case study interviews with a "struggling" Grade 1 student, this paper explores one child's preferred modes of knowledge representation. Using applied CA, footing, and MCA, this study promotes multimodal assessment in schools by demonstrating that, though struggling with print, "J" is sufficiently able to negotiate sophisticated verbal exchanges.

9:30 - 9:55

Coordinating Linguistic, Bodily, and Material Resources: The Case of Collaborative Remembering in Teams of Professional Designers 

Lucas M. Bietti

Telecom ParisTech

The aim of our study is to show the ways in which teams of designers coordinate linguistic, bodily, and material resources in a functional and goal-oriented manner when they are jointly remembering previous phases of the design process in which they are involved.

9:55 - 10:10

Coffee/Tea Break (GDH 177)

10:10 - 10:35

Turn-initial Yeah in L2 Speakers' Speech: A Routine Token for Not-so-routine Interactional Projects 

Carol Lo

Teachers College, Columbia University 

This paper examines the use of yeah in turn-initial position in learner English. It describes non-canonical uses of yeah: (1) It prefaces answers to wh- questions and is used to acknowledge the receipt of a question and to build alignment and affiliation; (2) It also prefaces turns in extended turns at talk, helping L2 learners manage the increasing demand of producing turns.

10:40 - 11:05

"I Want You to Read It": Requests in Writing Tutoring 

Innhwa Park

West Chester University 

This conversation analytic paper examines how the tutee requests the tutor's help during the agenda-setting phase of undergraduate writing tutoring interactions. In particular, this study examines two distinct request forms used by the tutee and shows that the tutee invokes the domains of knowledge and entitlement as meaningful alternatives.

11:10 - 11:35

Learning on the Move: Talking while Walking to Learn 

John Hellermann

Steve Thorne

Portland State University 

Drawing on video data from small group interaction during language-learning gaming outside the classroom, and using conversation analysis methodology, our study explores the co-construction of affordances for language learning provided by walking through a college campus while talking.

11:40 - 12:40

Invited Lecture 

Socializing Stance through Classroom Discourse and Interaction 

Patricia A. Duff

University of British Columbia

12:40 - 2:15

Lunch in the Neighborhood

2:15 - 2:40

Marking Resumption and Accountability for the Break in Progressivity: The Use of Well after a Parenthetical Sequence 

Stephanie Kim

California State University, Northridge 

This conversation analytic study examines well-prefaced resumptions after a parenthetical sequence of question and response and demonstrates that well marks resumption as well as accountability for the break in progressivity.

2:45 - 3:10

I Found Two Things-': Negotiating a Learnable Matter via Topic Transition 

Anna Cianciolo

Timothy Koschmann

Southern Illinois University School of Medicine 

The present analysis explores the reconstitution of a self-appointed learning task via small-group discussion, specifically how the group uses topic transition as a means to enact the boundaries of their accountability to the task and to each other, thereby renegotiating the learnable matter for a given purpose at hand.

3:15 - 3:40

Polycentricity, Positioning, and Identity in Narratives of Return Migration 

Jennifer Sclafani

Georgetown University

Alexander Nikolaou

Hellenic American University 

This study conducts a narrative analysis of ethnographic interviews with "return" migrants from the Greek Diaspora, considering the role of cultural stereotypes as narrative positioning strategies. We also examine accounts of native Greeks' evaluations of return migrants' linguistic competence in the negotiation of ethnic hierarchies, language ideologies, and hybrid identities.

3:40 - 3:55

Coffee/Tea Break (GDH 177)

3:55 - 4:20

Co-constructing Expertise in Learner-Peer Tutor Interactions 

Michele Back

George Mason University 

Using a close discourse analysis of video-recorded Spanish tutoring sessions, I analyze how peer tutors position themselves as experts and the role of this positioning in cooperative language learning. Implications include recognizing the role of hierarchies in peer tutoring and the importance of symbolic/cultural versus linguistic knowledge in L2 learning.

4:25 - 4:50

The Use of Surprise as a "My Side" Telling 

Marie Gerhardt

SUNY Cobleskill

Alan Zemel

University at Albany, SUNY 

We offer a single case study of a psychotherapy session in which a client's display of surprise serves as a "my side" telling to elicit the therapist's assistance in determining how to respond and how to restore the normative moral order of the therapy session. Conversation analytic methods are used.

4:55 - 5:20

Parallel Levels of Institutional Talk in SLA Role Playing 

Hillary Bays

Universit de Paris Est - Marne 

SLA role play is studied using Goffman's participation frames with CA sequential analysis of videotaped classroom talk. Identified through shifts in stance during the role play, parallel and sometimes conflicting frames are found which demonstrate the interpretive frame of the enunciative action contributing to the overall (non)success of the activity.

5:20 - 5:25



Data Session

Our next data session will be held on June 18 (Sat) 9:30-11:30 am via Zoom.