DISCOURSE ANALYSIS

SOCIAL INTERACTION &

SPOKEN INTERACTION (CA)

GROUP 3
OUTLINE
I. LANGUAGE USERS AND CONTEXT
II. DISCOURSE AS SPOKEN INTERACTION
III.WHAT TO BE ANALYZED IN SOCIAL
INTERACTION
IV.CONVERSATION ANALYSIS
I. LANGUAGE USERS AND CONTEXT

1. Language users Example:

Language users are not only speakers, writers,

listeners or readers, but also as members of social
categories, societies or cultures.

Van Dijk, 1997


2. Context
All interaction takes place within a
setting or situation called a context
2.1. The physical context
Including the actual location of the interactants:
indoor - outdoor; crowded - quite; public - private,
etc.
Providing important information about the
meanings that are intended. Donal Klopf (1995)
Example:
A teacher wants to have private talk with a student
A Teacher talks with a student in public
Lustig, M.W., & Koester, J. (2010)
2.2. The social context Example: Before having meals

Referring to the widely shared expectations people

have about the kinds of interactions that normally
- In vietnam, younger people must say “con/
should occur given different kinds of social events.
cháu mời bố mẹ ông bà ăn cơm”
- In European countries, people do not have to
say anything or just say “enjoy”
Lustig, M.W., & Koester, J. (2010)
2.3. The interpersonal context

Referring to the expectations people have about Example:

the behaviors of other as a result of differences
in the relationship between them. Teachers - students

employers - coworkers - bosses

Lustig, M.W., & Koester, J. (2010)
All types of context are
dependant on each other
Each language user even when shares the same beliefs, norms and values but
they have their own genetics, personality và living experiences

Each interaction takes place in various context.

It is important to study and understand context and conversation analysis to reach

successful communication.

Fred E. Jandt, (2003)

II. DISCOURSE AS SPOKEN INTERACTION

1. Talk and text

2. Hierarchies of action
3. Social practices and functions
Talk or text

Note: in this part, I - presenter will show a video, then

ask the class a question : “ Do you think this is a talk
or a text ?

Video link:
1. TALK AND TEXT

TALK TEXT

- Focus on language use as spoken interaction - Be controlled

- Takes place in face-to-face conversations (except - Be well - prepared
phone-call conversations) - Be read with or without spontaneous parts
- Be Spontaneous
- Be not controlled and well - prepared

Van Dijk, 1997 Van Dijk, 1997

 2. HIERARCHIES OF ACTION

Involves accomplishing an action with:

❖ Making assertions,
❖ Making accusations,
❖ Replying questions,
❖ Defending ourselves,
❖ Being polite or
❖ Engaging in strategies of positive self-presentation.

(Van Dijk,1997, p.5)

Example 1: Making assertions

I know this is making you angry

and frustrated because you have
=> Making an emphatic assertion
not gotten a response yet. But I
=> Offering a subsequent help =>
can help you by giving you an
Hierarchy of action.
estimate of how long it might take.
 Example 2: Being polite

Using Past simple and Present continuous tenses => Increase politeness
Example:
1. Did you know that our next exam will be on next Saturday morning?
(Do you know that_____)
2. Excuse teacher. I was wondering whether we could break up the lesson
earlier please?
(I wonder whether…………..)
Example 3: Strategies of positive self-presentation.

Situation: Students failed to have

homework done before attending
the class
=> The teacher: A bit angry
BUT:
- => Maintain a good self-image of
STILL has to keep calm
being a teacher
(Polite, patient, etc.,)
● Hierarchies of action: a variety of complex actions (doing A by doing B
or doing A while doing B)
 Example: Mr Pham Binh Minh’s keynote speech in UNGA74

At the same time:

● Presented the Vietnamese
government’s viewpoint on
preventing disputes.
● Called for the respect for
international law, including the
United Nations Convention on the
law of the sea 1982.
=> The complexity of hierarchy of action
3. SOCIAL PRACTICES AND FUNCTIONS
● Implies a broader social
dimension of discourse
● Indicates the social, cultural
and political functions of
discourse within groups or
institutions. (Van Dijk,1997,
p.5)
Example: Mr Pham Binh Minh’s
keynote speech.
=> Indirectly demands China to
stop violating sovereignty,
sovereign rights and jurisdiction of
Vietnam
III. WHAT TO BE ANALYZED IN SOCIAL INTERACTION

1. Action
2. Power
3. Ideology
1. ACTION

•Interaction (between interlocutors)

•Intentionality (for what purposes?)
•Perspective (e.g. from the perspective of a democratic)
•Components (pre-invitation, invitation, e.g.)
•Implications (what’s meant to be understood/done)
•Consequences (actions always produce outcomes or
consequences)
 1.1. Perspective

Perspective refers to the analysis of Example:

action that might depend on the
A: Idiot, why did you refuse that
perspective of the speaker or that
offer?
of the recipient. (Van Dijk,1997, p.9)
B: Idiot?? You’re insulting me!!!
A: Nah, I’m not. I just want to
advise you to seize opportunities.
=> The speaker and the listener
have a different intention/perspective
1.2. Implications

Sociological analysis to take in what is meant by the speakers. (Van

Dijk,1997, p.9)

The application of implications in language.

- IELTS Listening tests, Multiple choice questions
- CAE/CPE Multiple choice questions
Example (IELTS Cam 12, Test 5, Listening section 2)
Question 14: Only kitchen staff
who are 18 or older are allowed
to use:
A. The waste disposal unit
B. The electric mixer
C. The meat slicer
Then, I think there are two of you here
who are under 18 - that’s Emma and
Jake, isn’t it? Right, for you two, the
meat slicer is out of bounds, And of
course none of you are allowed to use
the electric mixer until you’ve been
shown how it works.
1.3. Components

When analysing the overall discursive acts into components, we do not

always wind up with acts that are understood as intentional even if
sometimes we do without any intention, but more or less automatic or
“below” our control (Van Dijk,1997, p.10)

Example:
- Pre-invitation/Invitation
Context

Context is defined as the mentally represented structure of

those properties of the social situation that are relevant for
the production or comprehension of discourse (Duranti and
Goodwin 1992; van Dijk 1998)
Place Setting

Textual setting vs.

Metatextual setting
Textual setting: the
setting contained in
the text itself

Metatextual setting: the

setting of the text
Participants
Discourse participants
consist of producer(s)
and interpreter(s)
Producers The producers may be the ones who speak or write the text.
However, they are not necessarily the authors of the
information. The third party such as editors, illustrators,
designers etc may also be considered the producers as well
Example 1: In a classroom context, the teacher is assumed as a producer because
he/she produces speeches or lessons and conveys to the students who are known
as interpreters. However, the teacher may be not the author of the knowledge
which is taken from the preference books.

When students answer the

teacher’s question, they are also
considered as producers.

Now, the teacher is considered an

interpreter.
 Example 2: Under Washington law, we
are attorneys for solely [client] and
owe duties solely to her. (The Context
Interpreters of Discourse, p.31)

The text may target adults who have some

business with the court. They may have different
genders, may have a deep or shallow
understanding about laws, may have or have no
experience in court etc. Therefore, their reactions
or interpretations towards the text may vary
widely.
Example

In conversation, the roles of

producers and interpreters
exchange in every move.
Time setting Language

Ancient language Modern language

Chàng Anh

Nàng Em

Thửa Của
 Ao tu than

Time setting

Culture

Ao ngu than
 Power

Overall, power is the property

between groups, classes or other
social formations in which one has
power over the other one. In the
other words, the acts and minds of
one party are limited by the other
one.
 Controlling mind

Within a CDA framework,

“mind control” involves even
more than just acquiring beliefs
about the world through
discourse and communication.
 Types of power:
corporate, White,
male, political

Political power: Vietnam vs. American

 Under Directive No. 16, only factories,
businesses and service establishments
producing and providing essential goods and
Vietnam’s approach
services are allowed to open and asked to
ensure workers follow strict health
guidelines.

All people are requested to stay at home and

only go out in case of emergencies, buying
food or medicine, or going to work at
factories and essential services that are not
closed down or halt operations.
 ● If you feel sick, stay home
and call your doctor.
American approach ● If you're older, stay home
and away from people.
● Stay away from bars,
Dr. Deborah Birx, the coronavirus task force restaurants and food courts.
coordinator
● Avoid discretionary travel or
social gatherings.
- Multi-party country - Single-party country
- Capitalism - Socialism
- Recommendation - Order
- Individualism - Collectivism
- Low power distance - High power distance
 Persuasive power

The US’s former President - Barack Obama

Barack Obama -
Presidential
Campaign 2008

https://www.youtube.com/watch?
v=eWynt87PaJ0
 ”I stand here knowing that my story is just
a part of of a larger American story”.

Seek common ground

“If a child in Chicago can’t read, that
matters to me even it’s not my child.”.

“If there is a senior citizen somewhere

who can’t pay for their description drugs
and have to choose between medicine and
the rent, that makes my life poor even if
it's not my grandparent”.
 “Tonight, there are no White
American, no Black American,
Appealing to American
no Latin American, no Asian
patriotism
American. There are just
Americans. And we are one
people.”
 “A hope in the face of
Giving hope difficulty. A hope in the
face of uncertainty…”.
 Power is about the ability to create
meanings and identities and

Power abuse legitimising the linkage between

them (Huchison and Bleiker, 2017).
When speakers legitimise the claims
so as to create meaning that elicit
false interpretation, then power is
being abused in this sense via the
speakers’ access to discourse and
media.
 Son: Mom, can I go out with my
friends tonight?
Mom: Did you do the homework?
Power abuse
Son: Yes, I did
Mom: Did you clean your room?
Yes, I did. Can I go out?
Mom: No
Son: Why?
Mom: Just because
 Also crucial in the enactment or
exercise of group power is control

Controlling discourse not only over content, but over the

structure structures of text and talk. Relating
text and context, thus, we already
saw that (members of) powerful
A teacher or judge may require a direct groups may decide on the (possible)
answer from a student or suspect,
respectively, and not a personal story or an
discourse genre(s) or speech acts of
argument (Wodak 1984a, 1986) an occasion.
 Controlling context involves control
over one or more of these categories,
e.g. determining the definition of the
Controlling context
communicative situation, deciding on
time and place of the communicative
event, or on which participants may or
must be present, and in which roles, or
what knowledge or opinions they
should (not) have, and which social
actions may or must be accomplished
by discourse.
 Ideology
Ideology is set of beliefs and values that
are held by an individual or group of
people.
Ideology shapes people actions, rights,
interaction, language, etc... which in turn
shapes the process of society.

(Antoine Destutt de Tacy, in 18th century)

 Social cognition of ideology

Social cognition is as the system of mental

representations and processes of group Gender
members.
(Resnick, Levine and Teasley, 1991)

Members of groups share evaluative

beliefs, opinions, organized into social
attitudes.
Social functions of ideology

Influence social interaction and

coordination, group cohesion, and
the organized or institutionalized
activities of social members aimed
towards reaching common goals.
 The organization of ideology

❖ Ideologies have a system of beliefs.

❖ Consist of a number of conventional categories.
❖ The ideological schema derive from the basic
properties of social groups.
How ideology relates to discourse
Ideology & discourse

x + man
➔ Influence our daily texts and talk
➔ How ideological discourse and how
discourse is involved in the
reproduction of ideology in society.
The relations between discourse and ideology

Discourse and Ideology are human thoughts and

communications which are related each other.
-> Ideology may change the discourse.
Linguistic devices to be analyzed

• Topic
• Schematic organization
• Local meanings
• Lexicalization
• Style
• Rhetorical devices
 Linguistic devices to be analyzed

● Topic: something spoken or written about; a subject.

● Schematic organization: topics or macrostructures,
may be organized by conventional schemata.
● Local meanings: one aspect belongs to the meaning
of the text.
 Linguistic devices to be analyzed

● Lexicalization: the process of adding words, set

phrases, or word patterns to a language's lexicon.
● Style: the way we use language in different styles
depending on the context of a communicative act
 Linguistic devices to be analyzed
Rhetorical devices
1. anaphora
● Rhetorical devices: A 2. alliteration
3. allusion
linguistics tool that employs a 4. asyndeton/ polysyndeton
5. chiasmus
particular type of sentence 6. hyperbole
7. metaphor
structure, sound, or pattern of 8. parallelism
9. personification
10. pun
meaning in order to evoke a 11. rhetorical question
12. sarcasm
particular reaction from an 13. simile
14. simple sentence
audience. 15. vernacular
Conversation Analysis (CA)

Presented by Vu Thi Hanh_ PG35

Conversation Analysis (CA)

● CA: an approach to the study of social action as sense making practices

Fehr, (1997)

● Ethnomethodology depicts conversation as discourse constructed and

negotiated between participants, following pre- established patterns,
and marking the direction they are talking in particular ways.
Cook (1989)
Conversation Analysis (CA)

● The central, defining focus in CA is the organization of the

meaningful conduct of people in society, that is, how people in
society produce their activities to make sense of the world about
them.
 ● Originating at the University of
California during the 1960s (Sacks,
CA 1992)

● the field has a broad interdisciplinary

The dominant contemporary
method for the analysis of social
interaction.
reach, and is used to study interaction
in many languages on an effectively
worldwide basis.
 Scopes of CA

Specialized forms of
Casual conversation
communication

interaction in educational, legal, political, and medical settings.

Different settings:
● Educational: interaction between teacher and students
● Legal: communication between the judges and accused
● Political: interaction between different parties
● Medical: doctor and patient
 Conversation Analysis
● CA begins from the notion that conversational interaction involves 'doing things with
words,' and that, for example, describing, questioning, agreeing, offering and so on are
all examples of social actions that we use words to perform.

● Examples:
Describing: There is a cat on the mat.
Questioning: Where is John?
Agreeing: I completely agree with your perspectives.
Offering: Would you like something to drink?
Apologizing: I am sorry.
Conversation Analysis

● It developed from social science perspectives that recognized the

fundamental nature of human action and interaction in the formation and
management of personal identity, social relationships, and human
institutions.

● These perspectives stress four main features of actions that pose

immensely challenging issues for the systematic analysis of social life.
Four main features

E.x: in a class’s activity.

1. Human actions are
meaningful and involve Teacher: What a wonderful story!
meaning-making.
Teacher giving a compliment to student.

2. Actions are meaningful E.x: it’s 10 pm and children are still playing.
and make meaning
Mom: What time is it?
through a combination Son: it’s still early mom.
of their content and
context. Mom remind her children about sleeping
time. She doesn’t want to know the exact
time.
 Four main features

3.To be socially meaningful, the

meaning of actions must be shared (or
intersubjective). This sharing may not
be perfect, but it is normally good
enough for the participants to keep
going.
E.x: One student brings big hamburger to
the class.

4. Meanings are unique and singular.
Actions function in particular ways to
create meanings that are also particular.
Teacher: Are you going to eat that?
Teacher means it is too big to eat.
Student A: Are you going to eat that?
Student A want to share the hamburger.
CA teaching applications

● Teacher can implement story- telling technique to teaching speaking and

listening skills: provide student experience beyond the classroom,
understanding metaphor, building dialogue.

● Teacher should not constantly interrupt students’ discourse to correct

their grammar mistake or pronunciation.

● It is challenging task to teach student about conversation because it is

academic study not pedagogic one.
Topic: The information in a discourse that speakers find the
most relevant or important. This means that topicalization may
also be subject to ideological management.
Schematic organization: Topics or macrostructures, may be
organized by conventional schemata (superstructures), such
as those that define an argument, a conversation or a news
report.
Local meanings: Local coherence depends on models,
that is, on ideologically controlled representations of the
situation. Biased reasons and causes that define
relations in the model may, therefore, appear in partisan
local semantics.

Style: The mode of expressing thought in writing or

speaking by selecting and arranging words, to create
clearness, effectiveness, euphony or the like, that is
characteristic of a group, period, person, personality, ...
Lexicalization: A major and well-known domain of
ideological expression.
-> Refer to the same persons, groups, social relations or
social issues,
-> Language users: have a choice of several words,
depending on discourse genre, personal context (mood,
opinion, perspective), social context (formality, familiarity,
group membership, dominance relations) and sociocultural
context (language variants, sociolect, norms and values).
Rhetorical devices: A linguistics tool that employs a
particular type of sentence structure, sound, or
pattern of meaning in order to evoke a particular
reaction from an audience.

-> It is commonly used to persuade audience.

Basic principles of Conversation Analysis

Conversation Analysis

Principles
Principles
Sequence Organisation

Validation
Practices of
Practices
SEQUENCE

CONVERSATIONAL DISCOURSE

► How social worlds are jointly constructed and recognized by

speakers
► Focuses on the analysis of the text (argumentation and
explanation)
► NOT consideration of psychological or other factors
SEQUENCE

1 Avoid starting with assumptions analytical categories

The foundational principles of CA tackle these four

fundamental facts of human action by exploiting the
2 concept of sequence
(Schegloff, 2007).

Conversation analysts take interest in fine-tuned

3 analysis of the sequence, structure and coherence
(Brian 2013)
SEQUENCE

Conversation

Context Context
shaped renewing

“Anything anyone says in conversation both builds on what has been

said or what has been going on. As well as creates the conditions for
what will be said next” – Gardner. 1994, p102
SEQUENCE
CONVERSATION 1: Arab guy calls hotel reception to complain about the
mouse in his room

Receptionist: Good evening, sir. How can I help you?

Arab guy: Hello, excuse me but actually my English is not good. But you
know Tom and Jerry?
Receptionist: Yes, the cartoon
Arab guy: Yeah, Jerry in my room
Receptionist: I’m sorry
Arab guy: Jerry in my room
You have a mouse in the room
Arab guy: Yesss. Please er come here. When you come here, bring Tom
with you.
SEQUENCE

⇒ It is a default assumption in human conduct that a

current action, should be, and normally will be,
responsive to the immediately prior one.

⇒ The inherent turn-by-turn contextuality of

conversation is a vital resource for the construction of
understanding in interaction.
SEQUENCE
CONVERSATION 2:

⇒ Create an awkward situation and the customer seems not to know what
will be said next except saying “Ohh”
SEQUENCE

CONVERSATION 3:
A: How about your new class today?
B: It’s fun. I have learnt a lot of things. By the way, I won’t go to party
tonight.
A: Why not? I need you to be with me in the party.

=> Persons have to engage in special procedures (e.g., "Oh by the

way...") to show that a next action is not responsive to the prior.
SEQUENCE

It is the foundation of
The sequential logic courses of conduct that
inherent in these are mutually intelligible
examples is central to
the construction of => This logic underwrites
human interaction as a both the conduct of
shared sense-making social interaction and its
enterprise analysis
PRACTICES
CONVERSATIONAL PRACTICES

Conversational analysis:
+ looks at ordinary everyday spoken language
+ aim to understand how people manage and develop
their interaction.
=> CA examines the practices that participants use.
CONVERSATIONAL PRACTICES

“Practice” is any feature of the design of a turn in a sequence

that:

Results in
Has specific
Has distinct distinctive
location in a
character turn or
action that
sequence the turn
implements
 CONVERSATIONAL PRACTICES IN ADJACENCY PAIRS

“A slight pause, or a preface like ‘Well’ or ‘you see’, or an explanation

and justification of the response” can indicate a dispreferred response
(Cook, 1989, p.54)
Example:
Woman: I love you
Man: (long pause) Well, I love you, too.
Woman: (disappointed and walks away)
 CONVERSATIONAL PRACTICES IN TURN - TAKING

Example 1:
Candice: I was looking at myself in the mirror.
Amy: Uh-huh?
Candice: I wish I had long hair.
Sometimes, people use backchannel responses, such as, uh-
huh, mm, yeah, right, really?, to indicate that they have no desire
to take turns (McCarthy, 2002, p. 27) and expect their partner to
continue speaking
 CONVERSATIONAL PRACTICES IN TURN - TAKING

Example 2:
“Huong, would you like to add something?”

Turn-initial address terms designed to select a specific next

speaker to respond (Lerner, 2003) can be used to pass turn.
CONVERSATIONAL PRACTICES IN QUESTIONS

Elements of question design that convey an

expectation favoring a 'yes' or a 'no' answer
CONVERSATIONAL PRACTICES IN QUESTIONS

Example 1: “Do you need anything else?”

In this case the word 'any' conveys an expectation
tilted towards a 'no.' (Heritage et al., 2007)
Example 2: “Would you like some milk?”
In this case the word 'some' conveys an expectation
tilted towards a 'yes.'
 VALIDATION OF PRACTICES

- Within CA methodology, the significance of

practices is validated by reference to the actions of
parties.
- The researcher may look at how frequent a particular
type of response appears, at the occasions when a
practice is used, or at more subtle turn-internal
patterning
 VALIDATION OF PRACTICES

For instance, the use of address terms is to select next speakers, so

the address party should take the turn and speak, and other people
should not in order to avoid difficulty in communication.
 VALIDATION OF PRACTICES

“Huong, would you like to add something?”

It should be Huong who responses. If Hoa or Tung take turn to speak, it

will be regarded as interruption and might cause confusion.
 VALIDATION OF PRACTICES

Another example is the world “any”.

If it is built to convey the expectation that a response will likely (or

even ideally) be negative, then it should be found in contexts where that
is the case.
 VALIDATION OF PRACTICES

Doc: And do you have any other medical

problems?

Pat: Uh No (7 seconds of silence)

Doc: No heart disease?

Pat: No (1 second of silence)

Doc: Any lung disease as far as you know?

Pat: No
 VALIDATION OF PRACTICES

At the end of a presentation,

“Do you have ANY questions?”

ORGANISATION

The practices that CA finds in interaction cluster

around fundamental orders of conversational
and social organization
Heritage (2010)
EXAMPLES OF ORGANISATION

1. Clusters of practices that are associated with

taking a turn at talk
Alan: I played the course at Pebble Beach the
other day.
Beatrice: What a nice day to do it.
Beatrice: I went to the beach there a couple of
years ago and thought it was gorgeous.
EXAMPLES OF ORGANISATION
2. Practices of repair that address systematic problems in
speaking, hearing and understanding talk
Cordelia Chase: I just don't see why everyone's always picking on Marie-
Antoinette. I can so relate to her. She worked really hard to look that good,
and people just don't appreciate that kind of effort. And I know the peasants
were all depressed.
Xander Harris: I think you mean oppressed.
Cordelia Chase: Whatever. They were cranky.
(Charisma Carpenter and Nicholas Brendon in "Lie to Me." Buffy the
Vampire Slayer, 1997)
EXAMPLES OF ORGANISATION

3. Practices associated with the management of reference to

persons and objects in the world (Schegloff, 2006)
A: Are you going out with anyone at the moment?
B: uhhh.. Well, kind of... There is someone I met a while back
A: Who is he?
B: You know David who worked in the same place with me last year...
We’re getting married at the end of the year.
EXAMPLES OF ORGANISATION

⮚ Other organizations of practices address more broadly social

dimensions of interaction:

Associated the management of ties of social

with solidarity and affiliation between
persons

People follow the rule of organization to maintain human - human relationship

EXAMPLES OF ORGANISATION

⮚ Other organizations of practices address more broadly social

dimensions of interaction:

Associated the management of epistemic rights

with to knowledge between persons

People have the right to acquire knowledge through conversation

Analytical tools: Questions to Ask and Areas to Consider

1.Select a sequence
2.Characterize the actions in
the sequence
3.Consider the areas
Analytical tools: Questions to Ask and Areas to Consider

Select a sequence
Analytical tools: Questions to Ask and Areas to Consider

This is the product of negotiation

+ Include openings and closings
+ 1 side offers start or finish
BUT the start or finish usually is not fully
accomplished without the ratification
(acceptance) of the co-participant.
Analytical tools: Questions to Ask and Areas to Consider

Example:

James: Would you like something to eat?

Lily: I’m starving. What time is it?
James: About a quarter to twelve. 15 minutes left.
Lily : Okay, wish the lesson ends soon.
Analytical tools: Questions to Ask and Areas to Consider

•Characterize the actions in the sequence

+ Greeting
+ Announcing or acknowledging news
+ Complaining
+ Disagreeing = Actions
+ Correcting
+ Telling a joke or a story
Analytical tools: Questions to Ask and Areas to Consider

•Characterize the actions in the sequence

Analytical tools: Questions to Ask and Areas to Consider

•Characterize the actions in the sequence

Example:
Analytical tools: Questions to Ask and Areas to Consider

● Areas to consider
+ Consider the actions: selections of reference terms
=> provide the understanding of the actions and
topics
⇔ the connection of the speakers and the replier
+ Consider the timing and taking turn => understand
the topic/context (actions and matter)
+ Identities, roles and/or relationships for the
interactants
 Structure of conversation
CA: What to analyze?
● turn-taking

● Turn types:

● - Adjacency pair

● - Insertion/ side sequence

● - Repair

● - Gist

● - Upshot

● - Pre-sequence
TURN-TAKING

"At any given moment, the turn that is in progress will

typically belong to a single speaker."
( One speaker speaks at a time.)
Example:

Cameron (2001)
--> How turns are taken and managed
in people's spoken interaction
John: Do you have a girlfriend Harry?
Harry: Yes John
John: Nice. Where is she from?
Harry: From a different nation
John: Oh really? Which nation?
Harry: From my imagiNATION.
 TURN-TAKING

Question: What are the ways do you think people

often signal for holding and passing the turns? Example 1:
A: ... and that's what I did today.
(falling intonation + pause at the end)

● Linguistic means:
--> signal end-point of the turn.
✔ Content, prosodic (intonation, pausing) & grammatical structure

- Cameron (2001)

Example 2:
● Non-verbal behavior: In British culture, the speakers
o look away during their turn
✔ eye contact (direction of speaker's gaze) o look into the interlocutor's eyes at
✔ body position & movement the end
 TURN-TAKING

OVERLAP of turns PAUSES between turns

● signal annoyance, urgency, or a desire to correct what

• signal speaker's hesitation/
is being said
being thinking/ end of turns.
● be more/less tolerated in some societies than in others

Came

Cook (1989)
ADJACENCY PAIR

utterances produced by 2 successive

speakers; utterance of one speaker
Example:
makes a particular kind of response very
likely. - Cook (1989) A: Hello. (Greeting)
B: Hi. (Greeting)
A: Nice to meet you.
B: Great to see you too

John: Would you like to dance? (Offer)

Maria: Yes, I'd love to. (Acceptance)
ADJACENCY PAIR
Let's list some common adjacency pairs with
typical preferred & dispreferred response.
❑ 1) Preferred response
( occur most frequently, expected )

❑ 2) Dispreferred response
( less common, unexpected )
ADJACENCY PAIR

Let's list some common adjacency pairs with

typical preferred & dispreferred response.

First utterance Preferred response Dispreferred response

Assessment/ Proposal Agreement Disagreement

Request/ Invitation/offer Acceptance Refusal / decline

Question Expected answer Unexpected answer

Blame Admission Denial

slight pause, ‘well’, ‘you see’,

explanation and justification
 ADJACENCY PAIR

Insertion sequence Side sequence

Topic-related Topic-unrelated

One adjacency pair comes between the 1st and the 2nd part of another adjacency pair.

Example:
Example:

John: Would you like to dance?

John: Would you like to dance?
Maria: Does it matter if I don't know dancing?
Maria: You look so elegant in that suit
John: No, that's fine.
John: It is a custom-made suit for only this
Maria: Yes, I'd love to.
party
Maria: Okay, let's.
REPAIR

❑ “Repair is defined as the mechanism by which trouble in speaking, hearing,

and understanding is claimed and resolved.” - Schegloff (1979)

❑ --> The way speakers correct things they or someone else has said

Non-
Verbal
verbal
REPAIR

Self- Other
repair initiative
REPAIR
 REPAIR

Steve Harvey (S): Do you have a girlfriend?

Boy: Well, Jack had one, and her name is Deven
S: Who is Jack?
Boy: One of my brothers. Jack: the name which hasn't mentioned earlier
--> communication breakdown
S: One of your brothers? She is pretty, isn't she?
Boy: Yeah ● Steve Harvey: ask a question to clarify
S: You like Devon, don't you? who Jack is
Boy: But she doesn't... ● Boy: explain to make things clearer
but Jack doesn't share her with me, but Deven
does.
 GIST

the speaker goes back over, or

summarizes the literal meaning of what
has been said

Example: I’ll just go ever the main points again

UPSHOT ❑ illocutionary or perlocutionary force
❑ (what the speaker is trying to do with his or her words)

Example:
Are you trying to annoy me?
What’s the point of telling me this?
I was only trying to be friendly
PRE-SEQUENCE

to draw attention to, to prepare the ground for the kind of turn that the
participant is going to take next.

Example: Right/ Ok/ Let's get start

Pre-request Pre-invitation
Example:
Example:
A: Have you got any money?
A: Are you free tonight?
B: Yes?
B: Yes?
A: Can I borrow some?
A: Like to go to that film?
Thank you
for your intention!