subject:(Conversation analysis)

University of Hawaii – Manoa

1. Kim, Eunho. Development of interactional competence in l2 Korean : the use of Korean interpersonal modal endings – canh-and – ketun.

Degree: 2016, University of Hawaii – Manoa

URL: http://hdl.handle.net/10125/100608

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Ph.D. University of Hawaii at Manoa 2013.

This study investigates the ways in which Korean interpersonal modal endings – canh-and – ketun are used and developed as… (more)

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Ph.D. University of Hawaii at Manoa 2013.

This study investigates the ways in which Korean interpersonal modal endings – canh-and – ketun are used and developed as interactional resources by L2 speakers. Using the methodology of conversation analysis, this study not only examines how speakers employ – canh-and – ketun in the formation of an action, but also compares the (non) use of these endings by L2 speakers at different proficiency levels. By taking this combined approach to the use and the development of grammatical resources by L2 speakers, this dissertation aims to (1) investigate the ways in which L2 speakers use – canh-and – ketun to accomplish certain social actions, such as giving accounts or disagreeing, by displaying relevant knowledge states and (2) illustrate the stages of L2 speakers' development that correlate to interactional competence in the use of these linguistic resources. The data of the current study comes from approximately 240 hours of video-recorded classroom interactions in a Korean as a second language context. Focusing on three different sequential environments recurrently associated with opportunities to use – canh-and – ketun to accomplish particular actions, this study presents detailed descriptions of how participants' use and nonuse of these forms work as resources for dealing with varied epistemic access to proposed information in talk-in-interaction. By adopting a cross-sectional design for comparison, this study also shows developmental patterns in the use of – canh-and – ketun by L2 speakers of Korean. Close scrutiny of the use and nonuse of these resources reveals whether and to what extent their interactional use by L2 speakers of different proficiency levels approaches that of L1 speakers. The findings of this study contribute to the understanding of Korean interpersonal modal endings in terms of the management and distribution of information as expressed through speakers' actions. This study also contributes to the growing body of research that takes a CA approach to the development of interactional competence by L2 speakers. It is hoped that this study both yields insights into how language use can be fully understood by adding the factors of management of information, and promotes CA approach to research on Korean L2 interaction.

Subjects/Keywords: conversation analysis

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APA (6^th Edition):

Kim, E. (2016). Development of interactional competence in l2 Korean : the use of Korean interpersonal modal endings – canh-and – ketun. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100608

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kim, Eunho. “Development of interactional competence in l2 Korean : the use of Korean interpersonal modal endings – canh-and – ketun.” 2016. Thesis, University of Hawaii – Manoa. Accessed January 19, 2021. http://hdl.handle.net/10125/100608.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kim, Eunho. “Development of interactional competence in l2 Korean : the use of Korean interpersonal modal endings – canh-and – ketun.” 2016. Web. 19 Jan 2021.

Vancouver:

Kim E. Development of interactional competence in l2 Korean : the use of Korean interpersonal modal endings – canh-and – ketun. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10125/100608.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kim E. Development of interactional competence in l2 Korean : the use of Korean interpersonal modal endings – canh-and – ketun. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/100608

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Hawaii – Manoa

2. Bushnell, Cade Conlan. Interactionally constructing practice, community, shared resources, and identity : an ethnomethodological analysis of nteractions at conversation analytic data sessions in Japan.

Degree: 2016, University of Hawaii – Manoa

URL: http://hdl.handle.net/10125/101451

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Ph.D. University of Hawaii at Manoa 2011.

The present study uses conversation analysis and membership categorization analysis to examine a series of conversation analytic data… (more)

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Ph.D. University of Hawaii at Manoa 2011.

The present study uses conversation analysis and membership categorization analysis to examine a series of conversation analytic data sessions taking place at a Japanese university. The data sessions were self-organized research meetings at which a group of master's and doctoral students at the university came together to perform joint analysis of segments of interactional data being used in their respective research. The objective of the present study is to investigate the ways in which several of the core notions of the communities of practice (CoP) framework, that is, practice, community, shared repertoire, identity, and learning as a transformation of identity within a community of practice, interface with empirical descriptions of the interactional and discursive practices of the participants as they work to accomplish their activities in a mutually recognizable manner. In order to accomplish this objective, this study first provides a comprehensive description of the various activity phases accomplished and organized by the participants at their meetings, and the ways in which they treat the final activity of doing group data analysis as being their culminating and main practice. Second, the analyses show how the participants use certain terminology during their participation in doing data analysis, and how such terminology use is implicated in their co-constitution of their group as a community, and in working up and managing identities within that community. The participants' interactional management of identity across several series of interactional moments is also examined, and the ways in which shifts or changes in identity are made publicly visible and mutually recognizable in and through displays of changes in participatory behavior in using terminology during participation in doing data analysis are described. Through providing a detailed description of the actual interactional practices deployed by the participants during their participation in doing data analysis, the present study works to respecify, in interactional terms, the notions of practice, community, shared repertoire, identity, and learning as identity transformation. It is hoped that the present study can provide a model of engagement through respecification for subsequent conversation analytic research seeking to engage exogenous theoretical frameworks such as CoP.

Subjects/Keywords: conversation analysis

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APA (6^th Edition):

Bushnell, C. C. (2016). Interactionally constructing practice, community, shared resources, and identity : an ethnomethodological analysis of nteractions at conversation analytic data sessions in Japan. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101451

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bushnell, Cade Conlan. “Interactionally constructing practice, community, shared resources, and identity : an ethnomethodological analysis of nteractions at conversation analytic data sessions in Japan.” 2016. Thesis, University of Hawaii – Manoa. Accessed January 19, 2021. http://hdl.handle.net/10125/101451.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bushnell, Cade Conlan. “Interactionally constructing practice, community, shared resources, and identity : an ethnomethodological analysis of nteractions at conversation analytic data sessions in Japan.” 2016. Web. 19 Jan 2021.

Vancouver:

Bushnell CC. Interactionally constructing practice, community, shared resources, and identity : an ethnomethodological analysis of nteractions at conversation analytic data sessions in Japan. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10125/101451.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bushnell CC. Interactionally constructing practice, community, shared resources, and identity : an ethnomethodological analysis of nteractions at conversation analytic data sessions in Japan. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101451

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Aberdeen

3. Yang, Bo. "Getting to know you" conversations.

Degree: PhD, 2013, University of Aberdeen

URL: https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12153509770005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606430

► 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… (more)

Subjects/Keywords: 410; Conversation analysis

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APA (6^th Edition):

Yang, B. (2013). "Getting to know you" conversations. (Doctoral Dissertation). University of Aberdeen. Retrieved from https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12153509770005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606430

Chicago Manual of Style (16^th Edition):

Yang, Bo. “"Getting to know you" conversations.” 2013. Doctoral Dissertation, University of Aberdeen. Accessed January 19, 2021. https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12153509770005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606430.

MLA Handbook (7^th Edition):

Yang, Bo. “"Getting to know you" conversations.” 2013. Web. 19 Jan 2021.

Vancouver:

Yang B. "Getting to know you" conversations. [Internet] [Doctoral dissertation]. University of Aberdeen; 2013. [cited 2021 Jan 19]. Available from: https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12153509770005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606430.

Council of Science Editors:

Yang B. "Getting to know you" conversations. [Doctoral Dissertation]. University of Aberdeen; 2013. Available from: https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12153509770005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606430

4. Piskula, Glen A. Negotiation for Meaning and Scaffolding Techniques: An Analysis of Social Interaction between NNS Japanese Students and NS English Instructors in a Semi-Institutional Context .

Degree: 2017, University of Arizona

URL: http://hdl.handle.net/10150/625654

► 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… (more)

▼ 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. Advisors/Committee Members: Waugh, Linda (advisor), Karatsu, Mariko (advisor), Waugh, Linda (committeemember), Karatsu, Mariko (committeemember), Jones, Kimberly (committeemember).

Subjects/Keywords: conversation analysis; English

10 more images…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Piskula, G. A. (2017). Negotiation for Meaning and Scaffolding Techniques: An Analysis of Social Interaction between NNS Japanese Students and NS English Instructors in a Semi-Institutional Context . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/625654

Chicago Manual of Style (16^th Edition):

Piskula, Glen A. “Negotiation for Meaning and Scaffolding Techniques: An Analysis of Social Interaction between NNS Japanese Students and NS English Instructors in a Semi-Institutional Context .” 2017. Doctoral Dissertation, University of Arizona. Accessed January 19, 2021. http://hdl.handle.net/10150/625654.

MLA Handbook (7^th Edition):

Piskula, Glen A. “Negotiation for Meaning and Scaffolding Techniques: An Analysis of Social Interaction between NNS Japanese Students and NS English Instructors in a Semi-Institutional Context .” 2017. Web. 19 Jan 2021.

Vancouver:

Piskula GA. Negotiation for Meaning and Scaffolding Techniques: An Analysis of Social Interaction between NNS Japanese Students and NS English Instructors in a Semi-Institutional Context . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10150/625654.

Council of Science Editors:

Piskula GA. Negotiation for Meaning and Scaffolding Techniques: An Analysis of Social Interaction between NNS Japanese Students and NS English Instructors in a Semi-Institutional Context . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/625654

Rutgers University

5. Searles, Darcey. Building family: the interactional practices of families with young children.

Degree: PhD, Communication, Information and Library Studies, 2018, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/59224/

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This dissertation employs the methods of Conversation Analysis to examine a collection of more than 30 hours of naturally-occurring video-recordings of families with young children.… (more)

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This dissertation employs the methods of Conversation Analysis to examine a collection of more than 30 hours of naturally-occurring video-recordings of families with young children. In building upon prior research regarding family communication and conversation analysis, this dissertation furthers our understanding of three communication practices that are recurrent in everyday family life: recruiting, updating, and monitoring object identification. First, I analyze the activity of recruiting, finding that wanna-format recruiting is more versatile than let’s-format recuiting. Let’s-format recruiting occurs only when the interactants are already engaged in an activity together, whereas wanna-format recruiting can occur then and when the interactants are not engaged together in an activity. Second, I examine how updating comes about in family interactions. I show how children produce updates in ways that are locally occasioned and how parents solicit updates from their children. If a child indicates some difficulty in responding to a solicited update, parents can work to scaffold subsequent update solicitations. Third, I examine how apposite object identification becomes relevant in family interactions. I examine parent and child monitoring of apposite object identification in reference to objects/items. Findings indicate that there is an ongoing monitoring of object identification in these family interactions, and that both parents and young children exploit this pervasive monitoring of apposite object identification to accomplish other actions. Overall, this dissertation has broader implications for our understanding of family communication, children’s interactional sophistication, and conversation analytic research. Future work could build on the findings presented in this dissertation in examining young children’s exploitation of ongoing courses of action, as well as work to provide practical implications for families with young children.

Darcey Searles

Advisors/Committee Members: Mandelbaum, Jenny (chair), Bolden, Galina (internal member), Hepburn, Alexa (internal member), Lerner, Gene (outside member), School of Graduate Studies.

Subjects/Keywords: Conversation analysis; Families

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APA (6^th Edition):

Searles, D. (2018). Building family: the interactional practices of families with young children. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/59224/

Chicago Manual of Style (16^th Edition):

Searles, Darcey. “Building family: the interactional practices of families with young children.” 2018. Doctoral Dissertation, Rutgers University. Accessed January 19, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/59224/.

MLA Handbook (7^th Edition):

Searles, Darcey. “Building family: the interactional practices of families with young children.” 2018. Web. 19 Jan 2021.

Vancouver:

Searles D. Building family: the interactional practices of families with young children. [Internet] [Doctoral dissertation]. Rutgers University; 2018. [cited 2021 Jan 19]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/59224/.

Council of Science Editors:

Searles D. Building family: the interactional practices of families with young children. [Doctoral Dissertation]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/59224/

Victoria University of Wellington

6. Dewar, Joe. Calling to Complain: An Ethnographic and Conversation Analytic Account of Complaints to an Industry Ombudsman.

Degree: 2011, Victoria University of Wellington

URL: http://hdl.handle.net/10063/2271

► Although the term complaining represents an ostensibly straightforward behaviour, it has come to obtain a range of meanings within academic and commercial works which have… (more)

▼ Although the term complaining represents an ostensibly straightforward behaviour, it has come to obtain a range of meanings within academic and commercial works which have directed research toward understanding the behaviour and attempting to improve the way that it is undertaken, particularly in commercial environments where complaint handling constitutes an important field of commercial practice for many firms. It is proposed in this thesis that such variation in the way that complaining is approached is problematic, as it is treated ways that frequently underemphasise the fundamental point that it is overwhelmingly conducted in interpersonal interactions using language as its primary vehicle (Edwards, 2005). This thesis offers an approach to complaint handling and complaining that eschews such approaches in favour of an empirically grounded account based on the principles of ethnographic analysis, conversation analysis, and discursive psychology. Through investigating the complaint handling procedures as practiced by employees in an institution expressly dedicated to the receipt of complaints and enquiries from customers by employing participant observation and interviews, an account of complaint handling is developed that identifies how a range of forces works to impact on the way that it is performed in an institutional environment, furnishing complaint handling with a level of detail not currently offered in managerial literature dedicated to developing the practice. Next, two research chapters present the investigation of two different aspects of complaint interactions themselves. The first of these focuses on call openings as customers and institutional agents work to align themselves to the project of the call, demonstrating varying orientations to institutional complaining as callers demonstrate their own procedures for complaining (and enquiring) which may not match the institutional prerogatives and procedures of the agents receiving the calls. The final research chapter offers an analysis of a recurrent practice in the complaint calls themselves: callers’ use of self-disclosure in the service of rendering matters as problematic and warranting complaint. This finding adds to existing discursive understandings of how complaining is done. Taken together the findings offer an alternative approach to investigating complaint handling by treating it as an indexical practice bound to local demands. This offers a detailed depiction of complaint handling and complaining ‘in situ’ that may offer researchers and commercial entities a new approach to investigating how it is that complaining is done and how, in commercial or institutional contexts, complaint handling may be improved through the methods employed in the thesis. Advisors/Committee Members: Weatherall, Ann.

Subjects/Keywords: Complaining; Ethnographic analysis; Conversation analysis

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APA (6^th Edition):

Dewar, J. (2011). Calling to Complain: An Ethnographic and Conversation Analytic Account of Complaints to an Industry Ombudsman. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2271

Chicago Manual of Style (16^th Edition):

Dewar, Joe. “Calling to Complain: An Ethnographic and Conversation Analytic Account of Complaints to an Industry Ombudsman.” 2011. Masters Thesis, Victoria University of Wellington. Accessed January 19, 2021. http://hdl.handle.net/10063/2271.

MLA Handbook (7^th Edition):

Dewar, Joe. “Calling to Complain: An Ethnographic and Conversation Analytic Account of Complaints to an Industry Ombudsman.” 2011. Web. 19 Jan 2021.

Vancouver:

Dewar J. Calling to Complain: An Ethnographic and Conversation Analytic Account of Complaints to an Industry Ombudsman. [Internet] [Masters thesis]. Victoria University of Wellington; 2011. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10063/2271.

Council of Science Editors:

Dewar J. Calling to Complain: An Ethnographic and Conversation Analytic Account of Complaints to an Industry Ombudsman. [Masters Thesis]. Victoria University of Wellington; 2011. Available from: http://hdl.handle.net/10063/2271

University of Adelaide

7. Feo, Rebecca Rosamaria. Asymmetry in interaction on a men’s relationship counselling helpline : managing the competing relevancies of troubles-telling and service provision.

Degree: 2012, University of Adelaide

URL: http://hdl.handle.net/2440/73896

► The present thesis examines the nature of calls to an Australian men’s relationship counselling helpline. The focus is on explicating how the helpline’s institution-specific goals… (more)

▼ The present thesis examines the nature of calls to an Australian men’s relationship counselling helpline. The focus is on explicating how the helpline’s institution-specific goals are played out, in practice, in sequences of interaction. Men’s help-seeking has become a popular topic of academic interest in recent years due to an apparent paradox: in the Western world, men experience greater morbidity and mortality than women, yet are reportedly less likely to seek help for health-related issues. When men do consult health professionals, it is argued that they display a characteristic masculine preference for action-oriented, solution-focused outcomes. To date, most studies describing such male preferences have been based on survey and interview data. Such methods do not provide detailed information about how help-seeking is routinely accomplished, in situ, in naturally-occurring interactions. The present research addresses this limitation by employing Conversation Analysis (CA) to analyse a corpus of 169 calls fielded by a men’s counselling helpline. Consistent with the mainstream literature on men’s help-seeking, the helpline from which the data in this thesis was collected works from the framework of a solution-focused model of counselling. The helpline has two main aims in its over-the-phone interactions: (1) providing callers an opportunity to talk about their relationship problems, and (2) assisting callers with the development of practical coping strategies and solutions in respect of such problems. These institutional aims correspond to the relevant call-taker categories of troubles-recipient and service provider, respectively. In the CA literature, these categories are often viewed as separate and contradictory in that they orient to two different aspects of talk-in-interaction: whereas a troubles-telling is focused on the teller and his/her experience, a service-encounter is focused on the problem at hand, its properties, and ways to fix it. The aim in this thesis was to explicate the skilled ways in which counsellors managed the competing relevancies of their dual institutional role in sequences of talk-in-interaction recorded from the helpline. The analysis showed that when callers indicated that they had called the helpline for the explicit purpose of receiving advice, counsellors oriented to this type of account as a sufficient demonstration of accountability. By contrast, there were a number of interactional difficulties associated with the production of narrative reports on a trouble. These difficulties manifested in sequences of interaction where counsellors attempted to turn the reason-for-call from troubles-telling to service provision, and where callers routinely resisted these attempts. Through an examination of this resistance, a pattern of interactional asymmetry or difference in orientation between caller and counsellor to the purpose of calls taking place between them was described. Whereas the majority of callers appeared to call the helpline for the explicit purpose of ‘talking to’ someone,… Advisors/Committee Members: Le Couteur, Amanda Jane (advisor), Crabb, Shona Helen (advisor), School of Psychology (school).

Subjects/Keywords: conversation analysis; men's health; helplines

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APA (6^th Edition):

Feo, R. R. (2012). Asymmetry in interaction on a men’s relationship counselling helpline : managing the competing relevancies of troubles-telling and service provision. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/73896

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Feo, Rebecca Rosamaria. “Asymmetry in interaction on a men’s relationship counselling helpline : managing the competing relevancies of troubles-telling and service provision.” 2012. Thesis, University of Adelaide. Accessed January 19, 2021. http://hdl.handle.net/2440/73896.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Feo, Rebecca Rosamaria. “Asymmetry in interaction on a men’s relationship counselling helpline : managing the competing relevancies of troubles-telling and service provision.” 2012. Web. 19 Jan 2021.

Vancouver:

Feo RR. Asymmetry in interaction on a men’s relationship counselling helpline : managing the competing relevancies of troubles-telling and service provision. [Internet] [Thesis]. University of Adelaide; 2012. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/2440/73896.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Feo RR. Asymmetry in interaction on a men’s relationship counselling helpline : managing the competing relevancies of troubles-telling and service provision. [Thesis]. University of Adelaide; 2012. Available from: http://hdl.handle.net/2440/73896

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Victoria University of Wellington

8. Tennent, Emma Gabrielle. Identity and help in calls to Victim Support.

Degree: 2019, Victoria University of Wellington

URL: http://hdl.handle.net/10063/8262

► The link between identity and action is a fundamental topic across the social sciences. A key site to investigate this relationship is social interaction, where… (more)

▼ The link between identity and action is a fundamental topic across the social sciences. A key site to investigate this relationship is social interaction, where identities and social relations are built and used to accomplish action. In this thesis, I used discursive psychology to analyse the relationship between identity and the action of help in recorded calls to a victim support helpline. Victim is a contentious identity, with feminists and other critical scholars pointing to the politics involved when certain people are categorised as victims and others are overlooked. The name of the organisation that was the setting for my research, ‘Victim Support,’ explicitly links a victim identity with rights to access the help the service offers. Drawing on concepts in discursive psychology and using conversation analysis and membership categorisation analysis, I examined how participants oriented to the contentious questions of who victims are and how they should be helped. Drawing on contemporary interactional research which theorises the epistemic, deontic, and affective basis of human social relations, I examined how participants used self-other relations as a resource to build and interpret actions as help. The findings provide evidence for the mutually constitutive relationship between identity and action. Counter-intuitively, most callers did not explicitly categorise themselves as victims when asking for help. My analyses show how call-takers understood callers’ identities as victims even when they did not say so directly. The act of asking for help from Victim Support constituted callers’ identities as victims; and their identities rendered their requests accountable. Call-takers on the victim helpline act as gate-keepers, determining callers’ eligibility before providing help. I analysed how call-takers denied callers’ requests by implicitly or explicitly disavowing their identities as victims. Conversely, I showed that offers of help constituted callers as legitimate victims. Yet even once participants had accomplished joint understanding of callers as victims, they negotiated their respective epistemic and deontic rights to determine what help was needed and how it should be provided. The negotiation of how victims should be helped was particularly salient when callers sought help on behalf of others. Participants negotiated whether the moral obligation to help victims was associated with friends and family members, or institutions. The emotional support and practical advice offered by Victim Support is delivered by volunteer support workers, reflecting a common-sense assumption that these forms of help are normatively available to any competent person. My analyses attend to the dilemmas involved when callers sought help for others rather than providing it themselves. The findings contribute to three main areas of research: conversation analytic study of help as social action; membership categorisation analysis research on categorically organised rights and obligations; and the re-specification of… Advisors/Committee Members: Weatherall, Ann, Harrington, Carol.

Subjects/Keywords: Identity; Help; Conversation analysis

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APA (6^th Edition):

Tennent, E. G. (2019). Identity and help in calls to Victim Support. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/8262

Chicago Manual of Style (16^th Edition):

Tennent, Emma Gabrielle. “Identity and help in calls to Victim Support.” 2019. Doctoral Dissertation, Victoria University of Wellington. Accessed January 19, 2021. http://hdl.handle.net/10063/8262.

MLA Handbook (7^th Edition):

Tennent, Emma Gabrielle. “Identity and help in calls to Victim Support.” 2019. Web. 19 Jan 2021.

Vancouver:

Tennent EG. Identity and help in calls to Victim Support. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2019. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10063/8262.

Council of Science Editors:

Tennent EG. Identity and help in calls to Victim Support. [Doctoral Dissertation]. Victoria University of Wellington; 2019. Available from: http://hdl.handle.net/10063/8262

Columbia University

9. Song, Gahye. Person References in Korean.

Degree: 2019, Columbia University

URL: https://doi.org/10.7916/d8-cd8c-yk46

► This dissertation is an empirical study on how people refer to themselves, their recipients, and others in everyday Korean conversation. Person reference is a domain… (more)

▼ This dissertation is an empirical study on how people refer to themselves, their recipients, and others in everyday Korean conversation. Person reference is a domain of conversation where we observe an essential aspect of human sociality as it is a vehicle through which we indicate our relationships with each other and perform a myriad of other social actions. As person reference is done using a distinct set of linguistic resources available in each language, it is also an important site of cross-linguistic research. Despite its potential to offer insight into how language, culture, and social interaction intersect, research on person reference in languages other than English has been sporadic. This study aims to contribute to the literature by investigating how various referential expressions are used to accomplish social actions, such as assessing, challenging, or persuading, in Korean. The study employs the analytic framework of conversation analysis (CA) to analyze approximately 15 hours of video-recorded data, 50 hours of telephone conversations, and a few instances of text messages. My findings show that various marked referring expressions for speaker, recipient, and others are used to accomplish diverse social actions in Korean. First, marked first-person expressions are used to launch a new topically-fitted telling, present others’ perspectives in the environment of advancing a position, and resist the terms of a question. Second, overt reference to recipient is used to mark newsworthiness of speculation made about the recipient and to challenge the recipient’s entitlement claimed in a prior utterance. Finally, switching between unmarked referential form for non-present others and marked quasi-pronouns (QPs) occurs when a telling about the referent transitions between reporting and assessing of action or state. The findings of this study not only contribute to the literature of person reference in social interaction but also benefit practitioners in Korean as a Second or Foreign Language (KSL/KFL) by offering a useful description of how various referential forms in Korean can be employed to achieve a speaker’s interactional agenda.

Subjects/Keywords: Education; Conversation analysis; Linguistics

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APA (6^th Edition):

Song, G. (2019). Person References in Korean. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-cd8c-yk46

Chicago Manual of Style (16^th Edition):

Song, Gahye. “Person References in Korean.” 2019. Doctoral Dissertation, Columbia University. Accessed January 19, 2021. https://doi.org/10.7916/d8-cd8c-yk46.

MLA Handbook (7^th Edition):

Song, Gahye. “Person References in Korean.” 2019. Web. 19 Jan 2021.

Vancouver:

Song G. Person References in Korean. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2021 Jan 19]. Available from: https://doi.org/10.7916/d8-cd8c-yk46.

Council of Science Editors:

Song G. Person References in Korean. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-cd8c-yk46

Victoria University of Wellington

10. Pomeroy, Lani. A Conversation Analytic Study of Laughter in Psychotherapy.

Degree: 2013, Victoria University of Wellington

URL: http://hdl.handle.net/10063/2842

► This thesis is an investigation into laughter in psychotherapeutic interactions. Conversation analysis was the method used to analyse laughter practices by client and therapist that… (more)

▼ This thesis is an investigation into laughter in psychotherapeutic interactions. Conversation analysis was the method used to analyse laughter practices by client and therapist that aid in the business of psychotherapy. Analysing naturally occurring talk is important as it reveals how actions are accomplished, as some past studies on laughter in psychotherapy rely on anecdotal evidence and categorical analysis. Additionally, past psychological literature on laughter can view the phenomenon of laughter as random, and as a by-product of humour. An assumption of conversation analysis is the view of talk being systematic and organised. There is no detail too small that it does not contribute to an interaction (Jefferson, 1985). With this viewpoint in mind conversation analysts have revealed laughter to be an orderly phenomenon that is capable of other actions in talk besides appreciating humour. However, there is a lack of conversation analytical work in laughter during therapy; a gap this thesis sought to address. In particular there were two research questions. If laughter does not have the sole role of appreciating humour, what can it do in psychotherapy? Additionally, past studies in psychotherapy have linked laughter to affiliation in therapy sessions, but do not illustrate the specific sequence of how rapport is achieved in the interaction itself. Psychotherapy can be known as the „talking cure‟ (Perakyla, Antaki, Vehvilainen, & Leudar, 2008), thus, the second question is how does laughter display affiliation in therapeutic talk? Using the fundamental literature of conversation analysis there were two findings regarding laughter in psychotherapy found in this thesis. Firstly, clients would laugh responsively to an action of therapeutic import, the laughter functioned as a marker of dis-preference and an invitation for the therapist to laugh. The therapist would dis-attend the client‟s laughter in order to prompt talk which progressed the therapy from the client. Secondly, therapist could affiliate with the client by display a shared stance towards a matter spoken of by the client. During or after these displays the therapist invited laughter from the client so that the two could laugh together in a further display of shared emotional alignment. These results expanded conversation analytical work on laughter regarding laughter invitations (Jefferson, 1979) and work on psychotherapeutic interactions regarding the prompting of talk (Muntigl, & Hadic Zabala, 2008). The findings also provide empirical evidence for how therapists affiliate with their clients using laughter at the micro-analytical level. The findings of this thesis contribute to psychological, conversation analytical, and psychotherapeutic knowledge on laughter. Advisors/Committee Members: Weatherall, Ann.

Subjects/Keywords: Conversation analysis; Laughter; Psychotherapy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Pomeroy, L. (2013). A Conversation Analytic Study of Laughter in Psychotherapy. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2842

Chicago Manual of Style (16^th Edition):

Pomeroy, Lani. “A Conversation Analytic Study of Laughter in Psychotherapy.” 2013. Masters Thesis, Victoria University of Wellington. Accessed January 19, 2021. http://hdl.handle.net/10063/2842.

MLA Handbook (7^th Edition):

Pomeroy, Lani. “A Conversation Analytic Study of Laughter in Psychotherapy.” 2013. Web. 19 Jan 2021.

Vancouver:

Pomeroy L. A Conversation Analytic Study of Laughter in Psychotherapy. [Internet] [Masters thesis]. Victoria University of Wellington; 2013. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10063/2842.

Council of Science Editors:

Pomeroy L. A Conversation Analytic Study of Laughter in Psychotherapy. [Masters Thesis]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/2842

University of Victoria

11. Black, Alexander Kenneth. The optimization of conversational coherence.

Degree: Department of Psychology, 2018, University of Victoria

URL: https://dspace.library.uvic.ca//handle/1828/9577

► Coherence and incoherence in conversation refer to the relationship between adjacent parts of the conversation (e.g., between one statement and the next, or between one… (more)

▼ Coherence and incoherence in conversation refer to the relationship between adjacent parts of the conversation (e.g., between one statement and the next, or between one topic and the next). A clear, relevant connection is called coherent; the absence of an obvious connection is incoherent. Coherence and incoherence are therefore central to any analysis of discourse, but, despite many existing theories of coherence and incoherence, there is little empirical knowledge of these phenomena. This dissertation continues the study of coherence began in my master's thesis. In it I propose three axioms to describe the structure of coherence throughout conversations: I. Both coherence and incoherence are necessary for conversation to occur. II. Conversations optimize coherence both globally and locally. III. Coherence is optimized at several different, hierarchical levels of conversation. Because there is already evidence that coherence is maximized at a global level (Black, 1986/1988), I chose to test whether coherence is optimized at a local level. Specifically, local optimization of sequential coherence relations would consist of a series of alternations between coherence and incoherence. I also sought to test this hypothesis at several different levels of conversation (statement, topic, and macrotopic). In order to test the hypothesis, it was necessary to develop a method for segmenting conversations into statements, topics, and macrotopics and a method for measuring the degree of coherence between these segments. Using the guidelines developed, two judges were able to segment conversations at all three levels with high reliability. Similarly, other sets of raters used a magnitude estimation procedure to scale the degree of coherence between units at each of these levels and again achieved high reliability. It was also necessary to develop a time-series analytic technique for verifying the predicted series of alternations in short sequences of data, because existing methods are not applicable to small Ns. The new statistic is based on the geometric properties of a particular data set: it compares the obtained sum of the interior angles facing toward the mean of the data series with the sum of the interior angles facing the mean of all other permutations of these data points. Three getting-acquainted conversations were obtained; these yielded 325 statements (the spoken equivalent of a sentence). After segmentation, coherence scaling, and application of the optimization statistic, there was moderate support for the hypothesis of local optimization. Three quarters of the topics contained sequences of propositions with a sum of interior angles that was smaller than the sum of half of the alternative permutations. At the macrotopic level, however, the hypothesis was not supported. The contributions of this dissertation are (1) an explicit, parsimonious, discourse-based theory of coherence; (2) objective methods for measuring and studying coherence; and (3) a new… Advisors/Committee Members: Bavelas, Janet Beavin (supervisor).

Subjects/Keywords: Cohesion (Linguistics); Conversation; Discourse analysis

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APA (6^th Edition):

Black, A. K. (2018). The optimization of conversational coherence. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9577

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Black, Alexander Kenneth. “The optimization of conversational coherence.” 2018. Thesis, University of Victoria. Accessed January 19, 2021. https://dspace.library.uvic.ca//handle/1828/9577.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Black, Alexander Kenneth. “The optimization of conversational coherence.” 2018. Web. 19 Jan 2021.

Vancouver:

Black AK. The optimization of conversational coherence. [Internet] [Thesis]. University of Victoria; 2018. [cited 2021 Jan 19]. Available from: https://dspace.library.uvic.ca//handle/1828/9577.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Black AK. The optimization of conversational coherence. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9577

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Illinois – Urbana-Champaign

12. Chazal, Kirby C. Pedagogical artifacts in teacher-initiated response pursuits: a conversation analytic study of interaction in the French foreign language classroom.

Degree: PhD, French, 2015, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/89268

► Using Conversation Analysis (CA), this dissertation explores teachers' use of two pedagogical artifacts, specifically chalkboards and PowerPoint slides, in French foreign language classrooms. Based on… (more)

▼ Using Conversation Analysis (CA), this dissertation explores teachers' use of two pedagogical artifacts, specifically chalkboards and PowerPoint slides, in French foreign language classrooms. Based on a corpus of 29 hours of university-level French foreign language classes, the analyses provide an emic account of how teachers employ pedagogical artifacts in the course of teacher-initiated response pursuits situated in the sequential context of the triadic dialogue. The analyses investigate whether and how teachers and students orient to these artifacts as interactionally relevant resources for interaction and instruction. Chapter 1 (Introduction) discusses the aims and relevance of the present study and presents the methodological framework of CA within which the study was conducted. It also describes the CA procedures used to collect and analyze the data. Chapter 2 (Literature Review) reviews CA studies of everyday and institutional interaction with a focus on response pursuits, the sequential context of the triadic dialogue, multimodality, and pedagogical artifacts in classroom interaction. The first analytical chapter of this dissertation (Chapter 3) examines how teachers construct and manage the display of student responses to teacher questions upon chalkboards and PowerPoint slides. The analyses also illustrate how teachers invoke the relevance of these pedagogical artifacts through their embodied actions and their verbal turns-at-talk. They show how teachers' physical orientations to the chalkboard, or to the keyboard in cases of PowerPoint use, shift in response to the pedagogical fittedness of students' second turn responses. These practices contribute to the assessment of student responses and either mark their suitability, or prompt students to self-correct errors in their responses. The second analytical chapter of this dissertation (Chapter 4) examines teachers' pointing and writing gestures that, when held and retracted, invoke the relevance of pedagogical artifacts in teacher-initiated response pursuits. The analyses indicate that verbal and embodied orientations to pedagogical artifacts also constitute resources available to teachers for allocating turns to students and eliciting their production of pedagogically relevant forms. Overall, the analyses of Chapters 3 and 4 illustrate the interactional relevance of pedagogical artifacts for both teachers and students as participants of classroom interaction. Chapter 5 (Conclusion) summarizes the findings of the dissertation and discusses the resulting methodological and pedagogical implications. This chapter discusses the demonstrable importance of pedagogical artifacts for maintaining intersubjectivity, negotiating participatory roles, and accomplishing instructional objectives in teacher-initiated pursuits of student responses in the foreign language classroom. This chapter also discusses and compares the sequential environments in which chalkboards and PowerPoint slides are deployed. The chapter further provides insights into the different ways in which… Advisors/Committee Members: Golato, Andrea (advisor), Golato, Peter (advisor), Mall, Laurence (Committee Chair), Hayashi, Makoto (committee member), Markee, Numa (committee member).

Subjects/Keywords: Conversation Analysis; French Classroom Discourse

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chazal, K. C. (2015). Pedagogical artifacts in teacher-initiated response pursuits: a conversation analytic study of interaction in the French foreign language classroom. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/89268

Chicago Manual of Style (16^th Edition):

Chazal, Kirby C. “Pedagogical artifacts in teacher-initiated response pursuits: a conversation analytic study of interaction in the French foreign language classroom.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed January 19, 2021. http://hdl.handle.net/2142/89268.

MLA Handbook (7^th Edition):

Chazal, Kirby C. “Pedagogical artifacts in teacher-initiated response pursuits: a conversation analytic study of interaction in the French foreign language classroom.” 2015. Web. 19 Jan 2021.

Vancouver:

Chazal KC. Pedagogical artifacts in teacher-initiated response pursuits: a conversation analytic study of interaction in the French foreign language classroom. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/2142/89268.

Council of Science Editors:

Chazal KC. Pedagogical artifacts in teacher-initiated response pursuits: a conversation analytic study of interaction in the French foreign language classroom. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/89268

University of Aberdeen

13. Yang, Bo.; University of Aberdeen.Dept. of Linguistics. "Getting to know you" conversations.

Degree: Dept. of Linguistics., 2013, University of Aberdeen

URL: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=210226 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=210226&custom_att_2=simple_viewer

Subjects/Keywords: Conversation analysis.

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APA (6^th Edition):

Yang, B. ;. U. o. A. D. o. L. (2013). "Getting to know you" conversations. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=210226 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=210226&custom_att_2=simple_viewer

Chicago Manual of Style (16^th Edition):

Yang, Bo ; University of Aberdeen Dept of Linguistics. “"Getting to know you" conversations.” 2013. Doctoral Dissertation, University of Aberdeen. Accessed January 19, 2021. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=210226 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=210226&custom_att_2=simple_viewer.

MLA Handbook (7^th Edition):

Yang, Bo ; University of Aberdeen Dept of Linguistics. “"Getting to know you" conversations.” 2013. Web. 19 Jan 2021.

Vancouver:

Yang B;UoADoL. "Getting to know you" conversations. [Internet] [Doctoral dissertation]. University of Aberdeen; 2013. [cited 2021 Jan 19]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=210226 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=210226&custom_att_2=simple_viewer.

Council of Science Editors:

Yang B;UoADoL. "Getting to know you" conversations. [Doctoral Dissertation]. University of Aberdeen; 2013. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=210226 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=210226&custom_att_2=simple_viewer

University of Hong Kong

14. 陳志娟. A study of turn-taking and overlapping in conversation.

Degree: 1998, University of Hong Kong

URL: http://hdl.handle.net/10722/33781

Subjects/Keywords: Conversation analysis.

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APA (6^th Edition):

陳志娟. (1998). A study of turn-taking and overlapping in conversation. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/33781

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

陳志娟. “A study of turn-taking and overlapping in conversation.” 1998. Thesis, University of Hong Kong. Accessed January 19, 2021. http://hdl.handle.net/10722/33781.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

陳志娟. “A study of turn-taking and overlapping in conversation.” 1998. Web. 19 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

陳志娟. A study of turn-taking and overlapping in conversation. [Internet] [Thesis]. University of Hong Kong; 1998. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10722/33781.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

陳志娟. A study of turn-taking and overlapping in conversation. [Thesis]. University of Hong Kong; 1998. Available from: http://hdl.handle.net/10722/33781

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

University of Hong Kong

15. Pratley, Rachel. Linguistic and non-linguistic aspects of topic in multi-party talk.

Degree: 2001, University of Hong Kong

URL: http://hdl.handle.net/10722/29348

Subjects/Keywords: Conversation analysis.

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APA (6^th Edition):

Pratley, R. (2001). Linguistic and non-linguistic aspects of topic in multi-party talk. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/29348

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pratley, Rachel. “Linguistic and non-linguistic aspects of topic in multi-party talk.” 2001. Thesis, University of Hong Kong. Accessed January 19, 2021. http://hdl.handle.net/10722/29348.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pratley, Rachel. “Linguistic and non-linguistic aspects of topic in multi-party talk.” 2001. Web. 19 Jan 2021.

Vancouver:

Pratley R. Linguistic and non-linguistic aspects of topic in multi-party talk. [Internet] [Thesis]. University of Hong Kong; 2001. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10722/29348.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pratley R. Linguistic and non-linguistic aspects of topic in multi-party talk. [Thesis]. University of Hong Kong; 2001. Available from: http://hdl.handle.net/10722/29348

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Hong Kong

16. 梁敏聆. On recent developments in the study of conversational turn-taking.

Degree: 2003, University of Hong Kong

URL: http://hdl.handle.net/10722/30959

Subjects/Keywords: Conversation analysis.

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APA (6^th Edition):

梁敏聆.. (2003). On recent developments in the study of conversational turn-taking. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/30959

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

梁敏聆.. “On recent developments in the study of conversational turn-taking.” 2003. Thesis, University of Hong Kong. Accessed January 19, 2021. http://hdl.handle.net/10722/30959.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

梁敏聆.. “On recent developments in the study of conversational turn-taking.” 2003. Web. 19 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

梁敏聆.. On recent developments in the study of conversational turn-taking. [Internet] [Thesis]. University of Hong Kong; 2003. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10722/30959.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

梁敏聆.. On recent developments in the study of conversational turn-taking. [Thesis]. University of Hong Kong; 2003. Available from: http://hdl.handle.net/10722/30959

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

University of Waterloo

17. Stremlau, Philipp Armin Gerd. Kommunikative Praktiken des Widerstands in psychotherapeutischen Gesprächen: Patientenwiderstand durch reaktive Ich-weiß-nicht-Konstruktionen / Communicative practices of resistance in psychotherapy interactions: Patients' resistance through reactive Ich-weiß-nicht-constructions.

Degree: 2017, University of Waterloo

URL: http://hdl.handle.net/10012/12279

► In recent years, there has been an increase in conversation analytic research on psychotherapeutic interactions (Marciniak, Nikendei, Ehrenthal, & Spranz-Fogasy, 2016), particularly on the practices… (more)

Subjects/Keywords: conversation analysis; psychotherapy interactions; resistance

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APA (6^th Edition):

Stremlau, P. A. G. (2017). Kommunikative Praktiken des Widerstands in psychotherapeutischen Gesprächen: Patientenwiderstand durch reaktive Ich-weiß-nicht-Konstruktionen / Communicative practices of resistance in psychotherapy interactions: Patients' resistance through reactive Ich-weiß-nicht-constructions. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/12279

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Stremlau, Philipp Armin Gerd. “Kommunikative Praktiken des Widerstands in psychotherapeutischen Gesprächen: Patientenwiderstand durch reaktive Ich-weiß-nicht-Konstruktionen / Communicative practices of resistance in psychotherapy interactions: Patients' resistance through reactive Ich-weiß-nicht-constructions.” 2017. Thesis, University of Waterloo. Accessed January 19, 2021. http://hdl.handle.net/10012/12279.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Stremlau, Philipp Armin Gerd. “Kommunikative Praktiken des Widerstands in psychotherapeutischen Gesprächen: Patientenwiderstand durch reaktive Ich-weiß-nicht-Konstruktionen / Communicative practices of resistance in psychotherapy interactions: Patients' resistance through reactive Ich-weiß-nicht-constructions.” 2017. Web. 19 Jan 2021.

Vancouver:

Stremlau PAG. Kommunikative Praktiken des Widerstands in psychotherapeutischen Gesprächen: Patientenwiderstand durch reaktive Ich-weiß-nicht-Konstruktionen / Communicative practices of resistance in psychotherapy interactions: Patients' resistance through reactive Ich-weiß-nicht-constructions. [Internet] [Thesis]. University of Waterloo; 2017. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10012/12279.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stremlau PAG. Kommunikative Praktiken des Widerstands in psychotherapeutischen Gesprächen: Patientenwiderstand durch reaktive Ich-weiß-nicht-Konstruktionen / Communicative practices of resistance in psychotherapy interactions: Patients' resistance through reactive Ich-weiß-nicht-constructions. [Thesis]. University of Waterloo; 2017. Available from: http://hdl.handle.net/10012/12279

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Rutgers University

18. Rosado-Solomon, Emily Hope, 1985-. The big effects of small talk in the workplace.

Degree: PhD, Industrial Relations and Human Resources, 2019, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/61584/

►

Small talk – superficial, non-task related communication – comprises up to one-third of adults' conversation, and is a key component of employees' experience in the workplace. Despite… (more)

▼

Small talk – superficial, non-task related communication – comprises up to one-third of adults' conversation, and is a key component of employees' experience in the workplace. Despite its ubiquity, little is known about small talk at work, and scattered research across disciplines suggests it may have either positive or negative outcomes. To examine workplace small talk, I draw on Interaction Ritual Theory to conduct four complementary studies. In Study 1 (n=367), I develop and validate a multidimensional scale to measure workplace small talk (with dimensions varying in the extent to which they are scripted) in samples of undergraduate students, employees of a social services organization, and employees recruited through the Amazon Mechanical Turk platform (MTurk). In Study 2, I analyze open-ended responses from employed adults recruited through MTurk (n=244) to identify motives for why employees engage in small talk. In Study 3, I use latent profile analysis (LPA) to analyze data from employees recruited through MTurk (n=580) to investigate whether various motives for small talk are associated with different small talk profiles, and whether small talk profiles impact employees' ego depletion and interpersonal citizenship behaviors (ICB). In Study 4, I examine whether small talk profiles influence supervisor-rated ICB and task performance in a sample of employees from various small business (n=70). Studies 3 and 4 both demonstrate a positive association between small talk and ICB, suggesting that employees who engage in small talk are more likely to perform extra-role helping behaviors. Study 3 also finds that employees with a high proportion of less scripted small talk are more depleted. Taken together, the results of these studies suggest small talk is a multidimensional phenomenon that can have both positive and negative effects in the workplace.

Advisors/Committee Members: Methot, Jessica R (chair), McKay, Patrick F (internal member), Downes, Patrick E (internal member), Casciaro, Tiziana (outside member), School of Graduate Studies.

Subjects/Keywords: Small talk; Conversation analysis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rosado-Solomon, Emily Hope, 1. (2019). The big effects of small talk in the workplace. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/61584/

Chicago Manual of Style (16^th Edition):

Rosado-Solomon, Emily Hope, 1985-. “The big effects of small talk in the workplace.” 2019. Doctoral Dissertation, Rutgers University. Accessed January 19, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/61584/.

MLA Handbook (7^th Edition):

Rosado-Solomon, Emily Hope, 1985-. “The big effects of small talk in the workplace.” 2019. Web. 19 Jan 2021.

Vancouver:

Rosado-Solomon, Emily Hope 1. The big effects of small talk in the workplace. [Internet] [Doctoral dissertation]. Rutgers University; 2019. [cited 2021 Jan 19]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/61584/.

Council of Science Editors:

Rosado-Solomon, Emily Hope 1. The big effects of small talk in the workplace. [Doctoral Dissertation]. Rutgers University; 2019. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/61584/

19. O'Neal, George C. Teleological & Dolichological Discourse Marking in Oral American Media : The Discourse Markers So & Okay : アメリカ口頭メディアにおける主目的予告的および長話予告的談話マーキング : 談話標識SoとOkay.

Degree: 博士(学術), 2013, Niigata University / 新潟大学

URL: http://hdl.handle.net/10191/23828

►

学位の種類: 博士(学術). 報告番号: 甲第3758号. 学位記番号: 新大院博（学）甲第69号. 学位授与年月日: 平成25年3月25日

This dissertation contends that the discourse markers so and okay express procedural meanings in a corpus of… (more)

▼

学位の種類: 博士(学術). 報告番号: 甲第3758号. 学位記番号: 新大院博（学）甲第69号. 学位授与年月日: 平成25年3月25日

This dissertation contends that the discourse markers so and okay express procedural meanings in a corpus of oral American media, which is defined in this dissertation as any freely available American media with an oral component available on the internet such as TV programs, movies, and Podcasts, etc. Furthermore, this dissertation claims that both the discourse marker so and the discourse marker okay have previously unstudied procedural meanings. The discourse marker so adumbrates the speaker's intent to initiate the teleology of the interaction; that is, the deployment of the discourse marker so in interaction foreshadows the initiation of the main purpose of the interaction. The discourse marker okay, on the other hand, adumbrates the speaker's intent to initiate a dolichological event, such as an academic lecture, a story, or even a just long answer that necessitates a lengthy period of listenership from the interlocutor. This dissertation utilizes conversation analytic methodology as a base from which to determine the procedural meanings of the discourse marker so and the discourse marker okay. Conversation analysis claims that an emic retrospective orientation toward data that focuses on the interlocutor's reaction to previous phenomenon reveals the mechanisms of interactional praxis, and thus linguistic meanings and social pragmatics. That is, the meaning of any language phenomenon or any linguistic praxis is determined not by the speaker's intentions, but rather through an analysis of the interlocutor's reaction. Accordingly, interlocutor's reactions that would provide evidence for the previously stated procedural meanings of both the discourse marker so v and the discourse marker okay would include the following: in the case of the discourse marker so, the interlocutor must orient to an utterance prefaced with the discourse marker so like the utterance represented the initiation of the teleological orientation of the interaction, or in other words, the main purpose of the interaction; in the case of the discourse marker okay, the interlocutor must orient to an utterance prefaced with the discourse marker okay like the utterance represented the initiation of a relatively long spate of talk, a dolichological event, that compelled a relatively long span of silence and listenership. An examination of the corpus of oral American media gathered for this dissertation reveals each hypothesis to be true: the discourse marker so is oriented to as a teleology marker and the discourse marker okay is oriented to as an extended turn marker in the corpus data.

Subjects/Keywords: So; Dolichology; Okay; Conversation Analysis; Interjections

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

O'Neal, G. C. (2013). Teleological & Dolichological Discourse Marking in Oral American Media : The Discourse Markers So & Okay : アメリカ口頭メディアにおける主目的予告的および長話予告的談話マーキング : 談話標識SoとOkay. (Thesis). Niigata University / 新潟大学. Retrieved from http://hdl.handle.net/10191/23828

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

O'Neal, George C. “Teleological & Dolichological Discourse Marking in Oral American Media : The Discourse Markers So & Okay : アメリカ口頭メディアにおける主目的予告的および長話予告的談話マーキング : 談話標識SoとOkay.” 2013. Thesis, Niigata University / 新潟大学. Accessed January 19, 2021. http://hdl.handle.net/10191/23828.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

O'Neal, George C. “Teleological & Dolichological Discourse Marking in Oral American Media : The Discourse Markers So & Okay : アメリカ口頭メディアにおける主目的予告的および長話予告的談話マーキング : 談話標識SoとOkay.” 2013. Web. 19 Jan 2021.

Vancouver:

O'Neal GC. Teleological & Dolichological Discourse Marking in Oral American Media : The Discourse Markers So & Okay : アメリカ口頭メディアにおける主目的予告的および長話予告的談話マーキング : 談話標識SoとOkay. [Internet] [Thesis]. Niigata University / 新潟大学; 2013. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10191/23828.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

O'Neal GC. Teleological & Dolichological Discourse Marking in Oral American Media : The Discourse Markers So & Okay : アメリカ口頭メディアにおける主目的予告的および長話予告的談話マーキング : 談話標識SoとOkay. [Thesis]. Niigata University / 新潟大学; 2013. Available from: http://hdl.handle.net/10191/23828

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Edinburgh

20. Balamoti, Alexandra. Code-switching as a conversational strategy: evidence from Greek students in Edinburgh.

Degree: 2010, University of Edinburgh

URL: http://hdl.handle.net/1842/5345

► Fundamental questions like ‘why do people code-switch’ and ‘what are the functions of this linguistic phenomenon’ have always preoccupied researchers in the field. The present… (more)

Subjects/Keywords: code-switching; Greek/English; conversation analysis

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APA (6^th Edition):

Balamoti, A. (2010). Code-switching as a conversational strategy: evidence from Greek students in Edinburgh. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5345

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Balamoti, Alexandra. “Code-switching as a conversational strategy: evidence from Greek students in Edinburgh.” 2010. Thesis, University of Edinburgh. Accessed January 19, 2021. http://hdl.handle.net/1842/5345.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Balamoti, Alexandra. “Code-switching as a conversational strategy: evidence from Greek students in Edinburgh.” 2010. Web. 19 Jan 2021.

Vancouver:

Balamoti A. Code-switching as a conversational strategy: evidence from Greek students in Edinburgh. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1842/5345.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Balamoti A. Code-switching as a conversational strategy: evidence from Greek students in Edinburgh. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5345

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

UCLA

21. CHOI, JUNG YUN. Korean Grammar as a Resource for the Organization of Attention and Action in Instructions.

Degree: Applied Linguistics & TESL, 2016, UCLA

URL: http://www.escholarship.org/uc/item/5282n7ss

► This dissertation examines the role of a specific Korean deictic, ilehkey (‘like this,’ ‘this way’), in organizing participants’ attention in a situated activity. Deictic expressions… (more)

Subjects/Keywords: Linguistics; Conversation Analysis; Embodiment; Instructions; Interaction; Korean

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

CHOI, J. Y. (2016). Korean Grammar as a Resource for the Organization of Attention and Action in Instructions. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/5282n7ss

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

CHOI, JUNG YUN. “Korean Grammar as a Resource for the Organization of Attention and Action in Instructions.” 2016. Thesis, UCLA. Accessed January 19, 2021. http://www.escholarship.org/uc/item/5282n7ss.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

CHOI, JUNG YUN. “Korean Grammar as a Resource for the Organization of Attention and Action in Instructions.” 2016. Web. 19 Jan 2021.

Vancouver:

CHOI JY. Korean Grammar as a Resource for the Organization of Attention and Action in Instructions. [Internet] [Thesis]. UCLA; 2016. [cited 2021 Jan 19]. Available from: http://www.escholarship.org/uc/item/5282n7ss.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

CHOI JY. Korean Grammar as a Resource for the Organization of Attention and Action in Instructions. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/5282n7ss

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Manchester

22. Fox, Sarah. A case series examination of interaction-focused therapy for aphasia.

Degree: 2014, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:220795

►

This study reports the application and outcomes of Conversation Analysis (CA)-motivated interaction-focused therapy for a case series of eight couples managing the impact of aphasia… (more)

▼

This study reports the application and outcomes of Conversation Analysis (CA)-motivated interaction-focused therapy for a case series of eight couples managing the impact of aphasia on their conversations. It builds on previously reported interaction-focused therapy case studies (e.g. Lock, Wilkinson, & Bryan, 2001, Wilkinson, Bryan, Lock & Sage, 2010; Wilkinson, Lock, Bryan & Sage, 2011). Therapy was individualised for each couple, based on CA findings, but taking account of language, cognitive and self-reported disability assessments, and the couples' own observations during informal interviews.The participating couples were beyond the spontaneous recovery period for aphasia and presented with different types (e.g. Wernicke's, Broca's, Anomic) and severities of aphasia. Each couple video-recorded at least 80 minutes of baseline conversation at home, over eight recordings of ten minutes or more. Another eighty minutes were recorded immediately post-therapy, and again three months later. Results were evaluated by comparing pre- and post-therapy data, with the maintenance data used to evaluate whether changes were sustained three months after therapy ended.The findings indicated that four couples implemented behavioural changes following interaction-focused therapy. There was no systematic evidence of change in the other four couples' data. Reasons for successful and unsuccessful outcomes are hypothesised, including resistance to changing adaptations that mask aphasic difficulties, despite the loss of communicative effectiveness these adaptations may cause. Preliminary analysis of linguistic and cognitive assessment data has not revealed any patterns that can be related to response to therapy, but more work is warranted to further explore this data.New findings include two interaction-focused therapy targets: 1) eye gaze by people with aphasia to stall/mobilise help with repair from their partners, and 2) facilitating the person with aphasia to gain the floor more regularly by beginning a turn in the partner's turn space. Other new findings are the use of CA to assess aphasic comprehension impairments, the effectiveness of environments of possible occurrence (Schegloff, 1993) as a measure for evaluating success in interaction-focused therapy studies, and benign pedagogics. The study identified some areas for future research, including the development of an interview to elicit attitudes and beliefs about managing aphasia, as these seemed to influence response to therapy. Clinical applications have been suggested in terms of when this form of therapy may be relevant and for whom it might be expected to prove beneficial.

A CD-Rom accompanies the thesis

Advisors/Committee Members: CONROY, PAUL PJ, Sage, Karen, Conroy, Paul.

Subjects/Keywords: Aphasia; Interaction-focused therapy; Conversation Analysis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Fox, S. (2014). A case series examination of interaction-focused therapy for aphasia. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:220795

Chicago Manual of Style (16^th Edition):

Fox, Sarah. “A case series examination of interaction-focused therapy for aphasia.” 2014. Doctoral Dissertation, University of Manchester. Accessed January 19, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:220795.

MLA Handbook (7^th Edition):

Fox, Sarah. “A case series examination of interaction-focused therapy for aphasia.” 2014. Web. 19 Jan 2021.

Vancouver:

Fox S. A case series examination of interaction-focused therapy for aphasia. [Internet] [Doctoral dissertation]. University of Manchester; 2014. [cited 2021 Jan 19]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:220795.

Council of Science Editors:

Fox S. A case series examination of interaction-focused therapy for aphasia. [Doctoral Dissertation]. University of Manchester; 2014. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:220795

University of Oxford

23. Albury, Charlotte Victoria Alice. Using conversation analysis to review and improve brief weight loss interventions in primary care.

Degree: PhD, 2019, University of Oxford

URL: http://ora.ox.ac.uk/objects/uuid:8bd7e947-9d42-404d-8017-c659f1d4ff34 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.800045

► National guidelines exhort GPs to give brief opportunistic interventions for weight loss which incorporate the offer of referral to an effective behavioural programme, such as… (more)

▼ National guidelines exhort GPs to give brief opportunistic interventions for weight loss which incorporate the offer of referral to an effective behavioural programme, such as a commercial weight management service (CWMS). These brief interventions have been shown to be effective. However, GPs rarely deliver these interventions, and have requested more support to facilitate delivery. Current guidelines provide little detail to support GPs because there is sparse evidence regarding how to deliver effective opportunistic interventions. In this thesis I aimed to understand what conversational strategies used by GPs are likely to result in patient agreement-to-attend, and actual attendance at a CWMS referral, and use the findings to develop an information resource to support primary care clinicians. I used a mixed methods approach including: a systematic review of evidence from conversation and discourse analytic studies; conversation analysis of audio recorded data from the brief interventions for weight loss (BWeL) trial; and statistical analysis of BWeL patient outcome data. In a systematic review to identify how healthcare professionals can best communicate with patients about health behaviour change I found ten papers. Results demonstrated a series of specific conversational practices which clinicians use when talking about health behaviour change, and how patients respond to these. Results largely complemented clinical guidelines, providing further detail on how they can best be delivered in practice. However, one recommended practice -linking a patient's health concerns and their health behaviours - was identified as potentially problematic. In three studies using conversation and statistical analyses to examine data from the BWeL trial I examined how referrals to CWMS were structured, delivered, and received. In the first study I found that referrals were formatted as 'news deliveries'. I identified three news delivery formats, and found that use of a 'good news' delivery format showed evidence of motivating patient agreement-to-attend, and actual attendance. In the second study I focussed on patient responses to the announcement of news. I found that patients displayed positive or negative reception of the referral early in the sequence, before they had been explicitly asked if they would like to attend. I found that positive and negative reception displays following the announcement of news were associated with subsequent attendance (or not) at the referral. Additionally, orienting to these patient responses which were produced early in the consultation, showed evidence of maintaining the brevity of the intervention. In the third study I examined when and how GPs articulated an association between a patient's weight and their health, and how patients responded. I found that, although this strategy is recommended by guidelines, linking was no more effective than not-linking, but did seem likely to generate displays of resistance in many cases, and was associated with longer consultations. This thesis…

Subjects/Keywords: Health Behaviours; Conversation Analysis; Primary care (Medicine)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Albury, C. V. A. (2019). Using conversation analysis to review and improve brief weight loss interventions in primary care. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:8bd7e947-9d42-404d-8017-c659f1d4ff34 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.800045

Chicago Manual of Style (16^th Edition):

Albury, Charlotte Victoria Alice. “Using conversation analysis to review and improve brief weight loss interventions in primary care.” 2019. Doctoral Dissertation, University of Oxford. Accessed January 19, 2021. http://ora.ox.ac.uk/objects/uuid:8bd7e947-9d42-404d-8017-c659f1d4ff34 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.800045.

MLA Handbook (7^th Edition):

Albury, Charlotte Victoria Alice. “Using conversation analysis to review and improve brief weight loss interventions in primary care.” 2019. Web. 19 Jan 2021.

Vancouver:

Albury CVA. Using conversation analysis to review and improve brief weight loss interventions in primary care. [Internet] [Doctoral dissertation]. University of Oxford; 2019. [cited 2021 Jan 19]. Available from: http://ora.ox.ac.uk/objects/uuid:8bd7e947-9d42-404d-8017-c659f1d4ff34 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.800045.

Council of Science Editors:

Albury CVA. Using conversation analysis to review and improve brief weight loss interventions in primary care. [Doctoral Dissertation]. University of Oxford; 2019. Available from: http://ora.ox.ac.uk/objects/uuid:8bd7e947-9d42-404d-8017-c659f1d4ff34 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.800045

Texas A&M University

24. Cho, Eun Hye. An examination of the use of repair strategies of elementary English as a second language (ESL) students.

Degree: PhD, Curriculum and Instruction, 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2704

► The primary purpose of this study was to explore conversational repair strategies employed by elementary level ESL students in their classroom. This study investigated repair… (more)

▼ The primary purpose of this study was to explore conversational repair strategies employed by elementary level ESL students in their classroom. This study investigated repair strategies that were employed by ESL students and determined if there were differences in the usage of repair strategies by class types and grade levels. This study examined how elementary ESL students’ repair strategies dealt with communication breakdown in their ESL classroom from a conversation analysis perspective. The data were collected from five participants who were in two different types of ESL classes: (1) instruction centered class; and (2) language related game-playing class. In order to investigate the variable of grade levels, first and second grade students’ ESL class and third and fourth grade students’ tutoring class were chosen. Twenty-four class hours were observed with a video camera. The data were transcribed following the transcription conventions of conversation analysis. The results derived from the study were following; 1. In this study the elementary ESL students used nine types of repair strategies. They were: 1) unspecified, 2) interrogatives, 3) (partial) repeat, 4) partial repeat plus question word, 5) understanding check, 6) requests for repetition, 7) request for definition, translation or explanation, 8) correction, and 9) nonverbal strategies. The elementary ESL students used understanding check and partial repeat more frequently. 2. The findings indicated that both class types and grade levels influenced the types and distribution of the students’ repair strategies. 3. Instruction class produced more amounts of conversational repair than game-playing class. However, in both types of classes, first/second grade students employed understanding check the most frequently, and third/fourth grade students partial repeat the most. 4. In the first/second grade students’ repair practices, understanding check was observed in the teacher’s direction. In the third/fourth grade students’ repair practices, however, understanding check was observed in the content of instruction. Request for repetition and request definition, translation, or explanation were not observed in the first/second grade students’ class but used in the third/fourth grade students’ class. 5. Students’ decisions on the types and frequency of their repair strategies were influenced by their familiarity with the native speakers. Advisors/Committee Members: Larke, Patricia J. (advisor), Clark, M. Carolyn (committee member), Hammer, Janet (committee member), Pollard-Durodola, Sharolyn (committee member).

Subjects/Keywords: ESL; Conversation Analysis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cho, E. H. (2009). An examination of the use of repair strategies of elementary English as a second language (ESL) students. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2704

Chicago Manual of Style (16^th Edition):

Cho, Eun Hye. “An examination of the use of repair strategies of elementary English as a second language (ESL) students.” 2009. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2704.

MLA Handbook (7^th Edition):

Cho, Eun Hye. “An examination of the use of repair strategies of elementary English as a second language (ESL) students.” 2009. Web. 19 Jan 2021.

Vancouver:

Cho EH. An examination of the use of repair strategies of elementary English as a second language (ESL) students. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2704.

Council of Science Editors:

Cho EH. An examination of the use of repair strategies of elementary English as a second language (ESL) students. [Doctoral Dissertation]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2704

University of Otago

25. White, Sarah Joan. A Structural Analysis of Surgeon-Patient Consultations in Clinic Settings in New Zealand .

Degree: 2011, University of Otago

URL: http://hdl.handle.net/10523/1916

► Communication in medical care is a popular topic for research and social commentary as doctors, patients, and researchers alike work to find answers as to… (more)

▼ Communication in medical care is a popular topic for research and social commentary as doctors, patients, and researchers alike work to find answers as to why patients are dissatisfied and why communication and understanding break down. A multitude of studies about medical communication is published every year (Heritage & Clayman, 2010) using a range of methodologies in an attempt to understand and remedy communication problems. However, how do we know what is good and what is bad in these interactions? To gain an understanding of what goes wrong we must first understand what actually goes on in doctor-patient consultations. There is a paucity of research into surgeon-patient consultations in the field of health communication research. As Levinson and colleagues note, “[f]urther research is needed to study patterns of communication in surgical disciplines to form a basis for education tailored for surgical specialties” (2000, p. 1026). The need for surgeon-based communication research is apparent through its notable absence in the current doctor-patient communication body of research and there is much that can and will be done to fill this void. This research fills part of that void. Conversation analysis has been successfully used in the analysis of primary care communication research (Heritage & Maynard, 2006b). In this research, I have used what is known about the “generic orders of organization” (Schegloff, 2007, p. xiv) of conversation to analyse the turn-taking, sequence organization and turn design of 35 video-recorded surgeon-patient consultations. This research comes under the auspices of the Applied Research on Communication in Health (ARCH) group at the University of Otago, Wellington, New Zealand. ARCH researches health care communication using a variety of methodologies. All of the data was recorded in New Zealand. Of the 35 video-recorded consultations, 18 were collected in November and December 2006 and also included patient and surgeon survey data. The other 17 come from a data corpus collected in 2004. The data includes 21 general surgery consultations, while the other 14 consultations come from orthopaedics, vascular surgery, breast cancer surgery and cardiothoracic surgery. Heritage and Maynard (2006c, p. 15) argue that “investigating the overall structural organization of a medical visit… is valuable in providing access to understandings about the nature of the medical visit which are drawn upon by physicians and patients in their joint management of its progress”. After an examination of the literature and description of the methods and data, I focus on the activities being oriented to and performed by the participants as well as the overall structural organisation of the consultation. The first analytical chapter, chapter 4, is intended to provide an overview of how the institutional goals of the surgeon-patient consultation are achieved over the course of the interaction. The six activities of first and checkup surgeon-patient visits are interdependent and form an overall project… Advisors/Committee Members: Stubbe, Maria (advisor).

Subjects/Keywords: Conversation Analysis; Surgeon; Communication; Patient Participation

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

White, S. J. (2011). A Structural Analysis of Surgeon-Patient Consultations in Clinic Settings in New Zealand . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/1916

Chicago Manual of Style (16^th Edition):

White, Sarah Joan. “A Structural Analysis of Surgeon-Patient Consultations in Clinic Settings in New Zealand .” 2011. Doctoral Dissertation, University of Otago. Accessed January 19, 2021. http://hdl.handle.net/10523/1916.

MLA Handbook (7^th Edition):

White, Sarah Joan. “A Structural Analysis of Surgeon-Patient Consultations in Clinic Settings in New Zealand .” 2011. Web. 19 Jan 2021.

Vancouver:

White SJ. A Structural Analysis of Surgeon-Patient Consultations in Clinic Settings in New Zealand . [Internet] [Doctoral dissertation]. University of Otago; 2011. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10523/1916.

Council of Science Editors:

White SJ. A Structural Analysis of Surgeon-Patient Consultations in Clinic Settings in New Zealand . [Doctoral Dissertation]. University of Otago; 2011. Available from: http://hdl.handle.net/10523/1916

University of Manchester

26. Davitti, Elena. Dialogue Interpreting as Intercultural Mediation: Integrating Talk and Gaze in the Analysis of Mediated Parent-Teacher Meetings.

Degree: 2012, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:162289

► This study explores how the positioning of dialogue interpreters is shaped in mediatedinteraction through the combined investigation of two main units of analysis, i.e. assessments… (more)

▼ This study explores how the positioning of dialogue interpreters is shaped in mediatedinteraction through the combined investigation of two main units of analysis, i.e. assessments and gaze. The data used consists of a small corpus of authentic, videorecorded, mediated interactions in English and Italian. These encounters take place in pedagogical settings; in particular, the specific type of institutional talk analysed is that of mediated parent-teacher meetings, which represents uncharted territory for interpreting studies. An interdisciplinary approach encompassing conversation analysis and studies on non-verbal communication is adopted to explore how interactants orient to both verbal and non-verbal activities (mainly gaze) in the production and monitoring of each other's actions, in the initiation and maintenance of social encounters, and in the co-construction of meaning and participatory framework.As for the verbal dimension, this thesis focuses on assessments, given that evaluative talk characterises the interactions under scrutiny. In particular, some tendencies (namely upgrading and downgrading renditions) in the way interpreters handle utterances embedding evaluative assessments have been identified, explored and linked to issues of identity and epistemic authority. One of the most innovative aspects of this work lies in the exploration of how positioning is realised not only verbally, but also nonverbally, by accounting for non-verbal features in the analysis of verbal interaction. Although non-verbal features have been recognised as part and parcel of human social interaction as well as important vectors of meaning and co-ordination (e.g. Goodwin 1981; Kendon 1990), their sequential positioning in relation to the production of the ongoing flow of talk and their use by interpreters to complement/replace specific verbal features is uncharted territory for interpreting studies. Since the groundbreaking work by Lang (1976, 1978), little research has integrated gaze in the analysis of the interpreter’s (and participants) verbal output (e.g. Wadensjö 2001; Bot 2005). To enable its investigation, gaze is systematically encoded alongside specific conversational cues via the ELAN software, which interfaces audio-video input in a user-friendlyhypertextual transcription. A specific gaze-encoding system has been developed for triadic interaction, building on Rossano’s (2012) one for dyadic interaction. These symbols have been mapped onto the verbal transcript of specific sequences, with a view to investigating how gaze is used as an interactional resource in conjunction with verbal behaviour when producing such sequences. Through analysis of the actions performed via talk and gaze, the thesis investigates how displays of knowledge and epistemic authority are achieved and the impact of the interpreter’s shifting positioning on the unfolding interaction. The micro-analysis of transcripts is placed within a macro-analytical framework to explore whether interpreters work as intercultural mediators when they display an… Advisors/Committee Members: PEREZ-GONZALEZ, LUIS L, Olohan, Maeve, Perez-Gonzalez, Luis.

Subjects/Keywords: Dialogue Interpreting; Intercultural Mediation; Conversation Analysis; Gaze

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APA (6^th Edition):

Davitti, E. (2012). Dialogue Interpreting as Intercultural Mediation: Integrating Talk and Gaze in the Analysis of Mediated Parent-Teacher Meetings. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:162289

Chicago Manual of Style (16^th Edition):

Davitti, Elena. “Dialogue Interpreting as Intercultural Mediation: Integrating Talk and Gaze in the Analysis of Mediated Parent-Teacher Meetings.” 2012. Doctoral Dissertation, University of Manchester. Accessed January 19, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:162289.

MLA Handbook (7^th Edition):

Davitti, Elena. “Dialogue Interpreting as Intercultural Mediation: Integrating Talk and Gaze in the Analysis of Mediated Parent-Teacher Meetings.” 2012. Web. 19 Jan 2021.

Vancouver:

Davitti E. Dialogue Interpreting as Intercultural Mediation: Integrating Talk and Gaze in the Analysis of Mediated Parent-Teacher Meetings. [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2021 Jan 19]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:162289.

Council of Science Editors:

Davitti E. Dialogue Interpreting as Intercultural Mediation: Integrating Talk and Gaze in the Analysis of Mediated Parent-Teacher Meetings. [Doctoral Dissertation]. University of Manchester; 2012. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:162289

Stockholm University

27. Marra, Anton. Disagreement in business negotiations : A qualitative study of BELF usage in face-to-face business negotiations.

Degree: English, 2016, Stockholm University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133218

► Knowledge of successful Business English as a lingua franca (BELF) has been recognized to be an essential element in overall business know-how (Kankaanranta &… (more)

▼ Knowledge of successful Business English as a lingua franca (BELF) has been recognized to be an essential element in overall business know-how (Kankaanranta & Louhiala-Salminen, 2010). In line with this notion, research has found that professionals use BELF and exploit a variety of discourse and pragmatic strategies that aid the process of cooperation and agreement so that mutual understanding can be reached (Firth, 1996; Kankaanranta & Planken, 2010; Pitzl, 2005). However, research has reported situations where business negotiators need to handle discord while maintaining a working rapport with the opposing party (e.g. Bjørge, 2012), indicating that the ability to produce the appropriate expression of disagreement is an imperative skill. Nonetheless, while there is now a better understanding of how business professionals establish common ground through using BELF, little work has been carried out on the subject on how professionals express disagreement in the same aspect (but see e.g. Bjørge, 2012; Stalpers, 1995). The present study aims to address this gap and expand the current knowledge on how business professionals express and handle disagreement in naturally-occurring face-to-face negotiations. The collected material consists of approximately 4 hours of BELF discourse recorded at a business convention in Germany. Fifteen disagreement episodes were identified, transcribed and analyzed using Conversation Analytic (CA) procedures. The present paper seeks to explore two aspects of the current topic, namely how business professionals (using BELF) express disagreement during business negotiations, and whether mitigation strategies are used when disagreement is expressed. The findings suggest that disagreements are solely content-related and are expressed in a variety of ways as they are coupled with a varied use of mitigation devices (i.e. delay and added support). Furthermore, there were instances of unmitigated expressions in the form of blunt contradictions. It is suggested that disagreements in BELF negotiations are required actions and may serve a dual purpose. The main goal of expressing disagreement is to increase clarity in cases where essential information may be misinterpreted or misguided; additionally, it indicates the speaker’s stance in the argument. Lastly, as there is a need for better knowledge of successful BELF, the present study is likely to be of interest for those who are engaged in the global business discourse community as well as researchers studying international business settings.

Subjects/Keywords: BELF; expressing disagreement; business negotiations; conversation analysis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Marra, A. (2016). Disagreement in business negotiations : A qualitative study of BELF usage in face-to-face business negotiations. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133218

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Marra, Anton. “Disagreement in business negotiations : A qualitative study of BELF usage in face-to-face business negotiations.” 2016. Thesis, Stockholm University. Accessed January 19, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133218.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Marra, Anton. “Disagreement in business negotiations : A qualitative study of BELF usage in face-to-face business negotiations.” 2016. Web. 19 Jan 2021.

Vancouver:

Marra A. Disagreement in business negotiations : A qualitative study of BELF usage in face-to-face business negotiations. [Internet] [Thesis]. Stockholm University; 2016. [cited 2021 Jan 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133218.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Marra A. Disagreement in business negotiations : A qualitative study of BELF usage in face-to-face business negotiations. [Thesis]. Stockholm University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133218

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Uppsala University

28. Skog, Helena. Topikutflykter i klassrummet : Hur lärare och elever organiserar ämnesbyten gemensamt.

Degree: Education, 2015, Uppsala University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255894

► Uppsatsens syfte var att undersöka icke ämnesrelaterade topiker i klassrumssamtal. Syftet mynnar ut i frågeställningar om icke ämnesrelaterade topiker förekommer, vem de initieras av,… (more)

▼ Uppsatsens syfte var att undersöka icke ämnesrelaterade topiker i klassrumssamtal. Syftet mynnar ut i frågeställningar om icke ämnesrelaterade topiker förekommer, vem de initieras av, hur de uppstår och hur deltagarna förhåller sig till dem. Klassrumssamtal äger rum i en kommunikativ verksamhet där deltagarna gemensamt bedriver kommunikativa projekt. För att kunna uppnå uppsatsen syfte valdes Conversation Analysis (CA) som metod. Utgångspunkterna inom CA är att allt som sägs i samtalet har betydelse, interaktionen ses som strukturellt organiserad i sekvenser, allt som yttras ses som både kontextberoende som kontextförnyande och autentiska samtal krävs för att studera social interaktion. Då autentiska samtal är kärnan i CA så samlades det empiriska materialet in med audioinspelning. 16 elever i årskurs 9 ingår i materialet, samt 5 lärare. Audioinspelningarna gjordes under en engelskalektion, en matematiklektion, en svenskalektion, en religionslektion och en kemilektion. Kemilektionen ingår inte i analysen. 300 minuter inspelat material samlades in. Urval gjordes av sekvenser som berörde topikskiften i samtalen. Vissa sekvenser fintranskriberades sedan enligt CA:s konventioner. Genom att analysera talflödet tur för tur kunde topikskiften identifieras. I analysen framkom att både lärare och elever gjorde ’utflykter’ från de övergripande lektionstopikerna. Topikutflykterna kunde vara både lokalt och abstrakt förankrade. Deltagarna genomförde topikskiften genom exempelvis gradvisa ämnesbyten, använde sig av ämnesväxlare, preannonseringar, och ämnesdigressioner. Skolan är en form av institutionell verksamhet vilket gör att deltagarna som ingår i den vet att det finns en övergripande topik som ska avhandlas, den är mer strikt och detta orienterar sig lärarna och eleverna mot. De förhåller sig till de normer och regler som finns, vilket gör att de ibland hålls ansvariga för sina topikutflykter. Samtalen i klassrummet är dynamiska, de växer fram och utvecklas i ett gemensamt arbete mellan lärare och elever och de avslutas också gemensamt.

Subjects/Keywords: kommunikation; samtal; topiker; Conversation Analysis; kommunikativa verksamheter

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Skog, H. (2015). Topikutflykter i klassrummet : Hur lärare och elever organiserar ämnesbyten gemensamt. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255894

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Skog, Helena. “Topikutflykter i klassrummet : Hur lärare och elever organiserar ämnesbyten gemensamt.” 2015. Thesis, Uppsala University. Accessed January 19, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255894.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Skog, Helena. “Topikutflykter i klassrummet : Hur lärare och elever organiserar ämnesbyten gemensamt.” 2015. Web. 19 Jan 2021.

Vancouver:

Skog H. Topikutflykter i klassrummet : Hur lärare och elever organiserar ämnesbyten gemensamt. [Internet] [Thesis]. Uppsala University; 2015. [cited 2021 Jan 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255894.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Skog H. Topikutflykter i klassrummet : Hur lärare och elever organiserar ämnesbyten gemensamt. [Thesis]. Uppsala University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255894

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Korkmaz, Songul Tumturk. Pedagogisk lek i förskolan : En samtalsanalytisk studie av pedagogens roll i olika lekaktiviteter.

Degree: Lärarutbildningen, 2011, Södertörn University College

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-8999

► Play is an important part of children´s everyday life, it is through play children develop. Play occurs a lot in kindergarten and in this… (more)

Subjects/Keywords: play activities; conversation analysis; video; sociocultural perspective

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Korkmaz, S. T. (2011). Pedagogisk lek i förskolan : En samtalsanalytisk studie av pedagogens roll i olika lekaktiviteter. (Thesis). Södertörn University College. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-8999

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Korkmaz, Songul Tumturk. “Pedagogisk lek i förskolan : En samtalsanalytisk studie av pedagogens roll i olika lekaktiviteter.” 2011. Thesis, Södertörn University College. Accessed January 19, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-8999.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Korkmaz, Songul Tumturk. “Pedagogisk lek i förskolan : En samtalsanalytisk studie av pedagogens roll i olika lekaktiviteter.” 2011. Web. 19 Jan 2021.

Vancouver:

Korkmaz ST. Pedagogisk lek i förskolan : En samtalsanalytisk studie av pedagogens roll i olika lekaktiviteter. [Internet] [Thesis]. Södertörn University College; 2011. [cited 2021 Jan 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-8999.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Korkmaz ST. Pedagogisk lek i förskolan : En samtalsanalytisk studie av pedagogens roll i olika lekaktiviteter. [Thesis]. Södertörn University College; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-8999

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Rice University

30. Cain, Sarah Seewoester. When Laughter Fades: Individual Participation During Open-Mic Comedy Performances.

Degree: PhD, Social Sciences, 2018, Rice University

URL: http://hdl.handle.net/1911/105806

► Audiences have traditionally been defined and characterized by the collective responses they produce – behaviors such as clapping, laughing, booing, and the like. But during… (more)

Subjects/Keywords: audiences; comedy; conversation analysis; individual participation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cain, S. S. (2018). When Laughter Fades: Individual Participation During Open-Mic Comedy Performances. (Doctoral Dissertation). Rice University. Retrieved from http://hdl.handle.net/1911/105806

Chicago Manual of Style (16^th Edition):

Cain, Sarah Seewoester. “When Laughter Fades: Individual Participation During Open-Mic Comedy Performances.” 2018. Doctoral Dissertation, Rice University. Accessed January 19, 2021. http://hdl.handle.net/1911/105806.

MLA Handbook (7^th Edition):

Cain, Sarah Seewoester. “When Laughter Fades: Individual Participation During Open-Mic Comedy Performances.” 2018. Web. 19 Jan 2021.

Vancouver:

Cain SS. When Laughter Fades: Individual Participation During Open-Mic Comedy Performances. [Internet] [Doctoral dissertation]. Rice University; 2018. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1911/105806.

Council of Science Editors:

Cain SS. When Laughter Fades: Individual Participation During Open-Mic Comedy Performances. [Doctoral Dissertation]. Rice University; 2018. Available from: http://hdl.handle.net/1911/105806

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Open Access Theses and Dissertations