Chapter 13. Turn-initial voilà in closings in French

Mondada, Lorenza

doi:10.1075/slsi.31.13mon

Cited by 18 publications

(3 citation statements)

References 17 publications

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“…The object of interest is thus already established and perceptually available. At l. 02 the guide reaches a moment of syntactic, prosodic and pragmatic completion, and the guide's "voilà"/'that's it' (l. 02) makes a sequential closing expectable (Mondada, 2018b). At lines 04-05, however, the guide articulates an "et"-prefaced if-clause ("et si vous r'gardez un p'tit peu [.…”

Section: An Endogenous Analysis Of If-clauses: Co-constructionsmentioning

confidence: 99%

If-Clauses, Their Grammatical Consequents, and Their Embodied Consequence: Organizing Joint Attention in Guided Tours

Stefani

2021

Front. Commun.

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In linguistics, if-clauses have attracted the interest of scholars working on syntax, typology and pragmatics alike. This article examines if-clauses as a resource available to tour guides for reorienting the visitors’ visual attention towards an object of interest. The data stem from 11 video-recorded tours in Italian, French, German and Dutch (interpreted into Flemish Sign Language). In this setting, guides recurrently use if-clauses to organize a joint focus of attention, by soliciting the visitors to bodily and visually rearrange. These clauses occur in combination with verbs of vision (e.g., to look), or relating to movement in space (e.g., to turn around). Using conversation analysis and interactional linguistics, this study pursues three interrelated objectives: 1) it examines the grammatical relationship that speakers establish between the if-clause and the projected main clause; 2) it analyzes the embodied conduct of participants in the accomplishment of if/then-constructions; 3) it describes if-clauses as grammatical resources with a twofold projection potential: a vocal-grammatical projection enabling the guide (or the addressees) to achieve a grammatically adequate turn-continuation, and an embodied-action projection, which solicits visitors to accomplish a situationally relevant action, such as reorienting gaze towards an object of interest. These projections do not run independently from each other. The analysis shows how, while producing an if-clause, guides adjust their emerging talk—through pauses, expansions and restarts—to the visitors’ co-occurring spatial repositioning. These practices are described as micro-sequential adjustments that reflexively affect turn-construction and embodied compliance. In addressing the above phenomena and questions, this article highlights the fundamentally adaptive, situated and action-sensitive nature of grammar.

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Section: An Endogenous Analysis Of If-clauses: Co-constructionsmentioning

confidence: 99%

If-Clauses, Their Grammatical Consequents, and Their Embodied Consequence: Organizing Joint Attention in Guided Tours

Stefani

2021

Front. Commun.

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“…Interactants use words such as “and,” “well,” or “but” to provide an early indication of how their turn relates to the previous turn(s) and the kind of stance the emergent turn will take. A substantial part of research on turn‐initial particles has investigated everyday conversations (e.g., Bolden, 2010, 2018) and institutional interactions in first‐language (L1) settings (Heritage & Sorjonen, 1994; Hutchby, 2020; Mondada, 2018; Pekarek Doehler, 2016), but comparatively fewer studies have explored how they are used in second‐language (L2) interactions (for exceptions, see House, 2013; Polat, 2011), as part of L2 speakers’ interactional competence (IC; also see García García, 2021; Y. Kim, 2009; Pekarek Doehler & Berger, 2018; Pekarek Doehler & Pochon–Berger, 2011). Yet, the pragmatics of turn‐initial particles can be challenging for L2 speakers to master because of possible crosslinguistic differences and because these “little words” (Bolden, 2006) are not necessarily approached from an interactional perspective in pedagogical grammar handbooks or conventional textbooks, despite their frequency in social interaction.…”

mentioning

confidence: 99%

“…Interactants use words such as "and," "well," or "but" to provide an early indication of how their turn relates to the previous turn(s) and the kind of stance the emergent turn will take. A substantial part of research on turn-initial particles has investigated everyday conversations (e.g., Bolden, 2010Bolden, , 2018 and institutional interactions in first-language (L1) settings (Heritage & Sorjonen, 1994;Hutchby, 2020;Mondada, 2018;Pekarek Doehler, 2016), but comparatively fewer studies have explored how they are used in second-language (L2) interactions (for exceptions, see House, 2013;Polat, 2011), as part of L2 speakers' interactional competence (IC; also see García García, 2021; Y. Kim, 2009;Pekarek Doehler & Berger, 2018;Pekarek Doehler & Pochon-Berger, 2011).…”

mentioning

confidence: 99%

L2 grammar‐for‐interaction: Functions of “and”‐prefaced turns in L2 students’ collaborative talk

Tůma,

Kääntä,

Jakonen

2023

The Modern Language Journal

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This article examines how second language (L2) interactional competence is manifested in students’ use of “and”‐prefaced turns when doing meaning‐focused oral tasks in pairs and small groups. Drawing on video recordings from English‐as‐a‐foreign‐language upper‐secondary classes recorded in Czechia and Finland, 86 sequences involving “and”‐prefaced turns were scrutinized using multimodal conversation analysis, focusing on language, gaze, and material resources. The findings suggest that by producing “and”‐prefaced turns, students orient to task progression. These turns have two functions: task managerial and contribution to the emerging task answer. By using task‐managerial “and”‐prefaced turns, the current speaker invites another student to participate, while in “and”‐prefaced contributions to the task answer, a participant adds to, generalizes, or modifies the previous task answer. The analysis shows that students mobilized their L2 interactional competence in producing “and”‐prefaced turns in close coordination with embodied resources and with respect to the spatio‐material surroundings and the nature of the task. These findings contribute to the multimodal reconceptualization of the grammar–body interface and research on turn‐initial particles within L2 interactional competence.

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Studies in Language and Social Interaction

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Chapter 13. Turn-initial voilà in closings in French

Cited by 18 publications

References 17 publications

If-Clauses, Their Grammatical Consequents, and Their Embodied Consequence: Organizing Joint Attention in Guided Tours

If-Clauses, Their Grammatical Consequents, and Their Embodied Consequence: Organizing Joint Attention in Guided Tours

L2 grammar‐for‐interaction: Functions of “and”‐prefaced turns in L2 students’ collaborative talk

Studies in Language and Social Interaction

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