| Nota di contenuto |
Intro -- Table of contents -- Preface -- Introducing new perspectives in interactional linguistic research -- 1. Interactional Linguistics and its emergence -- 2. The current state of IL -- 3. Defining characteristics of IL research -- 4. New perspectives in interactional linguistic research -- 5. The contributions to this edited volume -- 5.1 Studying linguistic resources in social interaction - "stretching the old linguistics to meet the challenge of talk-in-interaction" (Schegloff 1996: 114) -- 5.2 Studying linguistic resources in embodied social interaction - "search with fresher eyes and ears" (Schegloff 1996: 114) -- 5.3 Studying social interaction in institutional contexts and involving speakers with specific proficiencies - "search even farther […] in the details of the talk with which we must […] come to terms" (Schegloff 1996: 114) -- 6. Conclusion -- References -- Part I Studying linguistic resources in social interaction -- What to do next -- 1. Introduction -- 2. Prior research and focus of the current study -- 3. Data and method -- 4. Analysis -- 4.1 ((Do) you) want me to -- 4.2 Should I -- 5. Summary and discussion -- Acknowledgements -- References -- Ordering a series of turn-initial particles -- 1. Introduction -- 2. A few remarks on earlier research, concepts, and method -- 2.1 Some theoretical background -- 2.2 Turn-initial position and turn-constructional units -- 2.3 Topic, activity framework, and overall structural organization -- 2.4 Data and method -- 3. The four particles -- 3.1 The first particle in the series -- 3.2 The last particle in the series -- 3.3 The second particle in the series -- 3.4 The third particle in the series -- 4. To conclude -- Acknowledgements -- References -- Turn continuation in yeah/no responding turns -- 1. Introduction -- 2. Multi-unit turn design and the TCU.
3. Glottalization and linking in speech and conversation -- 3.1 Glottalization -- 3.2 Linking -- 3.3 Glottalization and linking as interactional resources in German and French -- 4. Yeah/no responses followed by same-speaker talk -- 5. Conceptual approach, data, and methodology -- 6. Glottalization and linking of vowel-fronted TCUs in British English -- 6.1 General tendencies of glottalized and linked TCU boundaries in British English -- 6.2 Glottalization and linking of yeah/no responding turns -- 6.2.1 Action extensions -- 6.2.2 Action elaborations -- 6.2.3 New actions -- 7. Concluding discussion -- Acknowledgements -- References -- What do you understand by X? -- 1. Introduction -- 2. Points of departure for an Interactional Semantics -- 3. Methodological challenges of studying semantics in Interactional Linguistics -- 4. Two new approaches to Interactional Semantics -- 4.1 Meta-semantic practices -- 4.2 Interactional histories -- 5. Conclusion -- Funding -- Acknowledgements -- References -- Introducing the "Parallel European Corpus of Informal Interaction" (PECII) -- 1. Introduction -- 2. The Parallel European Corpus of Informal Interaction (PECII) -- 3. Using PECII -- 3.1 Sketching the analytic domain and locating a target phenomenon -- 3.2 Cross-situational comparison in a given language -- 3.3 Cross-linguistic comparison -- 4. Summary -- Funding -- References -- Part II Studying linguistic resources in embodied social interaction -- E anche-prefaced other-expansions in multi-person interaction -- 1. Introduction -- 2. Prior research -- 2.1 E anche -- 2.2 Gaze in interaction -- 2.3 Other-expansions -- 3. Data and methods -- 4. Displays of (dis)affiliation -- 4.1 Affiliating with an e anche-prefaced other-expansion -- 4.2 Disaffiliating with an e anche-prefaced other-expansion -- 5. Discussion and conclusion -- Funding -- Abbreviations.
References -- Verbal and bodily practices for addressing trouble associated with embodied moves in game play -- 1. Introduction -- 2. Literature review -- 2.1 Embodied actions as repair initiators -- 2.2 Problematic embodied actions addressed via embodied actions -- 2.3 Problematic embodied actions addressed verbally -- 2.4 Problematic embodied actions addressed with embodiment and talk -- 2.5 Game-playing interactions -- 2.6 Our focus -- 3. Data -- 4. Analysis -- 4.1 Addressing a coparticipant's problematic move through ERAs -- 4.2 Orienting to problematic embodied moves with VRAs -- 4.3 Complex remedial actions -- 5. Concluding discussion -- Acknowledgements -- References -- Managing progressivity and solidarity with nage shenme 'that what' in Mandarin interaction -- 1. Introduction -- 2. Previous research -- 3. Data and method -- 4. Interactional functions of NSs -- 4.1 TCU-medial NSs as placeholders to manage progressivity -- 4.2 Turn-final NSs as mitigation markers to promote solidarity -- 5. Discussion -- 6. Conclusion -- References -- Noticing and assessing nature -- 1. Introduction -- 2. Background -- 2.1 Walking together -- 2.2 Walking together in nature -- 3. The constructional format "perception imperative + wie 'how'-exclamative" -- 3.1 Perception imperatives -- 3.2 Wie 'how'-exclamatives -- 4. Data and methods -- 5. The format and its multimodal embedding -- 6. Solitary uses of perception imperatives or wie 'how'-exclamatives -- 6.1 Only the perception imperative is used -- 6.2 Only the wie 'how'-exclamative is used -- 7. Conclusions -- Funding -- References -- Part III Studying social interaction in institutional contexts and involving speakers with specific proficiencies -- Requesting in shop encounters -- 1. Introduction -- 2. State of the art -- 3. Data and methodology -- 4. Simplest requests -- 4.1 Requesting by naming the product.
4.2 Requesting by naming and quickly glancing/pointing to the product -- 5. Requesting by naming the product while bodily orienting to it -- 5.1 Checking (on) the requested product -- 5.2 Searching for a product to request -- 6. Requests and multimodal epistemic stances -- 6.1 Requesting the product with its name vs. deictic expressions -- 6.2 Requests naming the product while looking at it, followed by a check of knowledge -- 7. Conclusion -- Funding -- References -- Calibrating sensitive actions in palliative care consultations -- 1. Introduction -- 2. Data and focus of the empirical analysis -- 3. "Honestly" wenn-constructions in palliative care interactions -- 3.1 Wenn ich ehrlich bin 'if I am honest'-constructions -- 3.1.1 Pre-positioned wenn ich ehrlich bin 'if I am honest'-constructions -- 3.1.2 Post-positioned wenn ich ehrlich bin 'if I am honest'-constructions -- 3.2 Wenn man ehrlich ist 'if one is honest'-constructions -- 4. Conclusion -- Acknowledgements -- References -- How grammar-for-interaction emerges over time -- 1. Introduction -- 2. Research on how grammar-for-interaction emerges and changes over time -- 2.1 Diachronic evidence -- 2.2 Synchronic evidence -- 2.3 Developmental evidence -- 3. Analysis -- 3.1 Data and analytic focus -- 3.2 A general picture of the developmental trajectory -- 3.3 The emergence and routinization of JSP as an interactional marker -- i. Hedging -- ii. (Re)doing an ending -- iii. Projecting a disaligning response -- 3.4 Summary of findings -- 4. Discussion and conclusion -- References -- Treating an error in another's talk as laughable -- 1. Introduction -- 2. Clarifying the central issues -- 2.1 Repair -- 2.2 Laughter -- 3. Data -- 4. Analysis -- 4.1 Over-exposed other-correction of the error -- 4.2 Playful or teasing other-correction -- 4.3 Post-other-correction laughing repeat of the error.
5. Discussion -- Acknowledgements -- References -- Language alternation in the multilingual classroom* -- 1. Introduction -- 2. Code-switching, translanguaging, language alternation -- 3. Methodological background and data -- 3.1 Applied conversation analysis, interactional linguistics, multimodality research -- 3.2 Data -- 3.3 Methodological procedure -- 4. Findings -- 4.1 Negotiating understanding oriented to learning -- 4.1.1 Negotiating understanding in order to accomplish the task -- 4.1.2 Negotiating understanding of terminology -- 4.2 Doing self-talk -- 4.3 Designing talk as "private" conversation -- 4.3.1 Designing "private" conversation oriented to classroom interaction -- 4.3.2 Designed as private conversation oriented to joking -- 5. Considerations for pedagogy -- 5.1 On the relevance of IL work on language alternation for pedagogy -- 5.2 A teacher's communicative strategies to deal with students' language alternation -- 6. Summary -- Funding -- References -- Appendix -- Appendix Transciption conventions -- 1. Jeffersonian transcription symbols -- 1.1 Temporal and sequential relationships -- 1.2 Symbols used to represent aspects of speech delivery -- 1.3 Other symbols -- 2. GAT2 transcription symbols -- 2.1 Minimal transcript -- 2.1.1 Sequential structure -- 2.1.2 In- and outbreaths -- 2.1.3 Pauses -- 2.1.4 Other segmental conventions -- 2.1.5 Laughter and crying -- 2.1.6 Continuers -- 2.1.7 Oher conventions -- 2.2 Basic transcript -- 2.2.1 Sequential structure -- 2.2.2 Other segmental conventions -- 2.2.3 Accentuation -- 2.2.4 Final pitch movements of intonation phrases -- 2.2.5 Other conventions -- 2.3 Fine transcript -- 2.3.1 Accentuation -- 2.3.2 Pitch jumps -- 2.3.3 Changes in pitch register -- 2.3.4 Intralinear notation of accent pitch movements -- 2.3.5 Loudness und tempo changes, with scope.
2.3.6 Changes in voice quality and articulation, with scope.
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New Perspectives in Interactional Linguistic Research
