Embedded Reference: Translocating Gestures in Video-Mediated Interaction

Luff, Paul; Heath, Christian; Yamashita, Naomi; Kuzuoka, Hideaki; Jirotka, Marina

doi:10.1080/08351813.2016.1199088

Cited by 24 publications

(15 citation statements)

References 38 publications

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“…He directs his gaze away from the screen, 5 and moves into a new TCU (4b, line 6) providing an acknowledgment token ( Jefferson, 1984a ) before continuing. However, due to latency the nurse perceives 0.5 s of silence, during which she maintains her gaze towards the screen, perceiving the patient to be reorienting his gaze from left to right (i.e., to the screen and thus to her ( Luff et al., 2016 )), and then asks how the study affected the patient. She thus perceives a lapse where one does not occur and resolves it by self-selecting.…”

Section: Resultsmentioning

confidence: 99%

“…For example, in (1a), the nurse cannot know that the patient is looking at the screen, and not something else in his environment. This “Mona Lisa Effect” means that participants cannot precisely track their co-participants’ gaze or gestures ( Luff et al., 2016 ). Our way of transcribing therefore partially represents our interpretation of the data: we ascribe an understanding to participants that their co-participant is looking at the screen (i.e., at them).…”

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confidence: 99%

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Whose turn is it anyway? Latency and the organization of turn-taking in video-mediated interaction

Seuren

Wherton

Greenhalgh

et al. 2021

Journal of Pragmatics

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Whose turn is it anyway? Latency and the organization of turn-taking in video-mediated interaction

Seuren

Wherton

Greenhalgh

et al. 2021

Journal of Pragmatics

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“…Differently from "ordinary" Skype conversations, in which participants orient toward the "maxim 'put the face of the current speaker on screen', so that a 'talking heads' configuration is the default interaction mode" (Licoppe & Morel, 2014, p. 138, 2012, in our task-oriented VMIs participants maximize the visibility of screen documents while minimizing the visibility of their mutual heads. Therefore, when retrieving information through the screen, participants recurrently engage in a concurrent course of action (screen-based activity) that may suspend talk in ways that are not accountable to coparticipants (Hjulstad, 2016;Luff et al, 2016;Whalen & Zimmerman, 1998). They are hence faced with a practical problem of social coordination: how to orchestrate concurrent screenbased activity and talk-in-interaction without causing interactional trouble.…”

Section: Video-mediated Interactions In Task-oriented Settingsmentioning

confidence: 99%

The Routinization of Grammar as a Social Action Format: A Longitudinal Study of Video-Mediated Interactions

Doehler

Balaman

2021

Research on Language and Social Interaction

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In this article, we provide longitudinal evidence for the progressive routinization of a grammatical construction used for social coordination purposes in a highly specialized activity context: task-oriented video-mediated interactions. We focus on the methodic ways in which, over the course of 4 years, a second language speaker and initially novice to such interactions coordinates the transition between interacting with her coparticipants and consulting her own screen, which suspends talk, without creating trouble due to halts in progressivity. Initially drawing on diverse resources, she increasingly resorts to the use of a prospective alert constructed around the verb to check (e.g., "I will check"), which eventually routinizes in the lexically specific form "let me check" as a highly context-and activity-bound social action format. We discuss how such change over the participant's video-mediated interactional history contributes to our understanding of social coordination in video-mediated interaction and of participants' recalibrating their grammarfor-interaction while adapting to new situations, languages, or media. Data are in English.People coordinate their social interaction with others through the use of mutually recognizable practical procedures for action-that is, "methods" in the ethnomethodological sense of the term (Garfinkel, 1967). Based on these procedures, they manage fundamental organizational issues such as turn-taking, sequencing of actions, and opening or closing conversation. Methods develop experientially over time, based on people's repeated engagement in locally accomplished social interactions , and so do the multisemiotic resources deployed as part of these methods. Methods and the related resources, the sharedness of which warrants mutual accountability of social actions (Garfinkel, 1967), constitute people's interactional competence.Existing longitudinal studies on the development of interactional competence in a first (L1) or a second/foreign/additional language (L2) across a range of different settings converge on evidencing that such development implies the progressive diversification of practices and resources for interaction (on L1 see, e.g., Wootton, 1997; on L2 see overviews by Pekarek Doehler & Pochon-Berger, 2015;Skogmyr Marian & Balaman, 2018). This diversification allows for increasingly context-sensitive and recipient-designed conduct (cf. Sacks & Schegloff, 1979;Sacks et al., 1974)-that is, conduct that is more and more acutely tailored to the precise situation and the precise others at hand (see also Skogmyr Marian, 2021/this issue).Such development is not just part of L1 or L2 learning but is constitutive of the very way we navigate our social lives. Our interactional histories bring about unprecedented types of social situations, which we enter as novices, progressively adapting our practices to the precise constraints CONTACT Simona Pekarek Doehler

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“…Luff et al (2003) have used the term fractured ecology to describe how video-mediated social action becomes separated 'from the environment in which it is produced and from the environment in which is received' (55). Thus, while a participant may for example see her interlocutor's pointing action on the screen, she might still be unable to see what exactly is being pointed at (Luff et al 2016). Such a material feature of videoconferencing can make object-centred collaboration difficult.…”

Section: Coordinating Joint Attention In the Materials Ecology Of Video-mediated Instructional Interactionmentioning

confidence: 99%

Mediated learning materials: visibility checks in telepresence robot mediated classroom interaction

Jakonen

Jauni

2021

Classroom Discourse

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Videoconferencing is increasingly used in education as a way to support distance learning. This article contributes to the emerging interactional literature on video-mediated educational interaction by exploring how a telepresence robot is used to facilitate remote participation in university-level foreign language teaching. A telepresence robot differs from commonly used videoconferencing set-ups in that it allows mobility and remote camera control. A remote student can thus move a classroom-based robot from a distance in order to shift attention between people, objects and environmental structures during classroom activities. Using multimodal conversation analysis, we focus on how participants manage telepresent remote students' visual access to classroom learning materials. In particular, we show how visibility checks are accomplished as a sequential and embodied practice in interaction between physically dispersed participants. Moreover, we demonstrate how participants conduct interactional work to make learning materials visible to the remote student by showing them and guiding the 'seeing' of materials. The findings portray some ways in which participants in video-mediated interaction display sensitivity to the possibility of intersubjective trouble and the recipient's visual perspective. Besides increasing understanding of visual and interactional practices in technology-rich learning environments, the findings can be applied in the pedagogical design of such environments.

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Embedded Reference: Translocating Gestures in Video-Mediated Interaction

Cited by 24 publications

References 38 publications

Whose turn is it anyway? Latency and the organization of turn-taking in video-mediated interaction

Whose turn is it anyway? Latency and the organization of turn-taking in video-mediated interaction

The Routinization of Grammar as a Social Action Format: A Longitudinal Study of Video-Mediated Interactions

Mediated learning materials: visibility checks in telepresence robot mediated classroom interaction

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