Intrusive or co-operative? A cross-cultural study of interruption

Murata, Kumiko

doi:10.1016/0378-2166(94)90011-6

Cited by 120 publications

(128 citation statements)

References 2 publications

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“…However, it would be wrong to assume that all simultaneous talk is disruptive and problematic (Sacks 1992 Ferguson 1977;Levinson 1983;Murata 1994;Tannen 1984Tannen , 1994, or in one notion, interpersonal involvement. 38 Thus, cooperative simultaneous talk is designated not with the notion of interruptions, which has negative connotations, but with the notion of overlaps.…”

Section: Interactional Strategiesmentioning

confidence: 99%

Communities of practice and English as a lingua franca: A study of Erasmus students in Szeged

Kalocsai

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The aim of my dissertation is to describe the complexities of English as a lingua franca (ELF) as it is used by a group of Erasmus exchange students engaged in social practice. My research was begun while I was working with the LINEE project, which made me realize that for a better understanding of the Erasmus exchange students' linguistic situation, the analytic focus had to be on language use in its social context. To that end, I adopted the community of practice model, which relies quite specifically on ethnographic techniques for collecting data, qualitative methods for analyzing social practices, and discourse analytic methods for analyzing linguistic practices. The participants were 142 Erasmus exchange students who studied temporarily at the University of Szeged, Hungary. The data collection spanned a whole academic year. The data sources included audio-taped and transcribed interviews, audio-taped and transcribed naturally occurring interactions, field notes, prompted e-mails, online posts by the students and circular e-mails by the students.By focusing on shared practices and resources that the participants imbued with meaning, the analysis indicates that the Szeged Erasmus students indeed built a community of practice during their relatively short stay in Hungary. The shared practices emerged to achieve the goal of building a friendship and "family" based local social network with a focus on fun and self-confidence. The shared practices involved "spontaneous" as well as "ritualized" code-switching, yet, most of the practices were in English. In the Szeged Erasmus community English was a key shared practice: it helped the participants to build shared negotiable resources (1) for accomplishing everyday ritual tasks; (2) for making humor in the language and also about the language; and (3) for repairing the problematic moments of word search and non-understanding. Given that for the vast majority of the participants English was an additionally learnt language, the analyzed linguistic practices are necessarily interpreted as ELF practices.The analysis indicates that for the Szeged Erasmus students English was a facilitator. In case of lacking other shared languages, it was the most important means of connecting both with the other Erasmus students and with the local peers. Further results of this study show that through developing their shared resources, the participants created through practice their own "version" of ELF. That is, they made the fleeting, changeable nature of ELF "fixed" to the extent that it helped them define themselves as a group. Furthermore, the participants of the present study were users of English, in the first place, and learners of English in the second place. That is, they exploited their non-nativeness and demonstrated their "language learner" roles by choice, as and when appropriate, as a way of exploiting their shared resources. Finally, the Szeged Erasmus students creatively exploited their plurilingual repertoires. However, their code-switching was more for the crea...

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Section: Interactional Strategiesmentioning

confidence: 99%

Communities of practice and English as a lingua franca: A study of Erasmus students in Szeged

Kalocsai

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“…Depending on the communicative function of interruptions they may be cooperative (Кириченко 2015b;Li 2001;Murata 1994), which are aimed at cooperation and collaboration, and intrusive (Кириченко 2015a;Goldberg 1994;Kennedy et al 1983;Li 2001;Murata 1994), which serve as an expression of superiority and dominance.…”

Section: The Interruption Phasementioning

confidence: 99%

A communicative-pragmatic analysis of interruption realisation in modern English dialogical discourse

Kyrychenko¹

2017

Lege Artis

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The paper offers a study of speech interruptions on the basis of their communicative and pragmatic peculiarities. It provides a dynamic model of interruptions, where the development of the situation of interruption is revealed thanks to the dynamic character of speech interaction. The article presents the analysis of speech acts employed in the process of interruption. It also introduces a number of tactics of the interruption in terms of the cooperative and intrusive interruption strategy.

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“…In the present study, we will apply a multidimensional and plural approach in Applied Linguistics, bringing together existing theoretical models: the Modular Model of Geneva School of Linguistics (ROULET, FILLIETAZ;GROBET, 2001); Conversation Analysis in its foundations (SACKS; SCHEGLOFF; JEFFERSON, 1974) but also taking into account its recent epistemological evolution (MURATA, 1994;LI, 2001;YANG, 2001;OERTEL et al, 2012); Critical Discourse Analysis (FAIRCLOUGH, 1992); and Goffman's approach to interaction (GOFFMAN, 1959;BROWN;LEVINSON, 1987;KERBRAT-ORECCHIONI 2006). An analysis of non-verbal aspects of communication (especially with regard to the paraverbal and kinesic aspects) is also essential, given its importance in the co-construction of meaning.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…However, further research on the topic (BEATTIE, 1981(BEATTIE, , 1982MURRAY, 1987;TANNEN, 1981TANNEN, , 1994GOLDBERG, 1990;MURATA, 1994, NG. et al 1995 has contested this view and proposed that, conversely, interruptions and overlaps may, in certain contexts, be an evidence of high dialogic cooperation based on solidarity, complicity and enthusiasm (cf.…”

Section: Interactional Negotiationmentioning

confidence: 99%

“…LI, 2001, p. 261;YANG, 2001, p. 2). Even if interruptions are termed differently by different authors, it is possible to consider two main types of interruptions (with or without overlaps): competitive interruptions 9 -also called intrusive (MURATA, 1994;LI, 2001) or power interruptions (GOLDBERG, 1990) -and collaborative interruptions -also named rapport (GOLDBERG, 1990) or cooperative interruptions (MURATA, 1994;LI, 2001). In competitive interruptions and overlaps, "the incoming speaker attempts to forcefully take over the turn" (OERTEL et al, 2012); on the contrary, collaborative interruptions do not involve power conflictual issues, since they 9 We adapt the terminology proposed by Oertel et al 2012 for overlaps, extending it to interruptions, as well.…”

Section: Interactional Negotiationmentioning

confidence: 99%

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New contexts, new processes, new strategies: the co-construction of meaning in plurilingual interactions

Ollivier

Silva

2016

DomLin

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Intrusive or co-operative? A cross-cultural study of interruption

Cited by 120 publications

References 2 publications

Communities of practice and English as a lingua franca: A study of Erasmus students in Szeged

Communities of practice and English as a lingua franca: A study of Erasmus students in Szeged

A communicative-pragmatic analysis of interruption realisation in modern English dialogical discourse

New contexts, new processes, new strategies: the co-construction of meaning in plurilingual interactions

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