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Barth-Weingarten, Dagmar; Reber, Elisabeth; Selting, Margret

doi:10.1075/sidag.23.media

Cited by 6 publications

(6 citation statements)

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“…It has been well established that the prosodic and phonetic aspects of speech can have distinctive stance-taking functions (see contributions to Barth-Weingarten et al, 2010;Couper-Kuhlen and Ford, 2004;Couper-Kuhlen and Selting, 1996). At points in this analysis I report impressionistic auditory analyses of certain phonetic characteristics, such as intonation, vowel length, and voice quality (e.g.…”

Section: Identity and Interaction In The Classroommentioning

confidence: 98%

Personal style and epistemic stance in classroom discussion

Kirkham

2011

Language and Literature

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This article reports on an analysis of stance-taking in the university classroom, examining how students position themselves in relation to academic knowledge through the epistemic phrases I don't know and I think. Analysis of specific interactional moments reveals that the meaning of discourse forms is largely indeterminate without an understanding of (1) the immediate discourse context; (2) the place of linguistic forms in an individual's stylistic repertoire; and (3) the ideologies and social categories that frame that stylistic repertoire. Differential knowledge distribution amongst the students places constraints on what certain individuals can do with particular linguistic forms and this analysis reveals how they utilize the same linguistic resources in different ways in order to do different identity work. Through detailed interactional analysis, I demonstrate that our ability to evaluate classroom discussion as a social practice relies upon our ability to situate that practice within an understanding of individual speakers' personal styles and the social ideologies that frame them.

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Section: Identity and Interaction In The Classroommentioning

confidence: 98%

Personal style and epistemic stance in classroom discussion

Kirkham

2011

Language and Literature

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“…The analysis was informed by ideas from conversational analysis (Goffman, 1979;Sacks, Schegloff, & Jefferson, 1974;Silverman & Peräkylä, 1990), and discursive psychology (Edwards & Potter, 1992;Potter, 2003). Particular use was made of methods for analyzing prosody (Couper-Kuhlen &Selting, 1996;Barth-Weingarten et al, 2010) and emotions (Peräkylä & Sorjonen, 2012) within interactions. In addition, the concept of footing (Goffman, 1979) was used.…”

Section: Discussionmentioning

confidence: 99%

Soft Prosody and Embodied Attunement in Therapeutic Interaction: A Multimethod Case Study of a Moment of Change

Kykyri

Karvonen

Wahlström

et al. 2016

Journal of Constructivist Psychology

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“…Early studies on the import of prosodic and phonetic cues within the turn taking system include work by John Local, John Kelly, and Bill Wells, among others (Local and Kelly, 1986; Local et al, 1985, 1986). More recent research on phonetics and prosody in interaction can be found in collections by Barth-Weingarten et al (2009, 2010) and Couper-Kuhlen and Ford (2004).…”

Section: Previous Work Related To Turn Taking and Recipiencymentioning

confidence: 99%

“… 7 Exemplar studies of phonetics and prosody for conversation include Couper-Kuhlen (1993) and Kelly and Local (1989), and studies collected in Barth-Weingarten et al (2010), Couper-Kuhlen and Ford (2004), and Couper-Kuhlen and Selting (1996). For methodological ‘imperatives’, see Local and Walker (2005, 2008).…”

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confidence: 99%

Securing recipiency in workplace meetings: Multimodal practices

Ford

Stickle

2012

Discourse Studies

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As multiparty interactions with single courses of coordinated action, workplace meetings place particular interactional demands on participants who are not primary speakers (e.g. not chairs) as they work to initiate turns and to interactively coordinate with displays of recipiency from co-participants. Drawing from a corpus of 26 hours of videotaped workplace meetings in a midsized US city, this article reports on multimodal practices – phonetic, prosodic, and bodily-visual – used for coordinating turn transition and for consolidating recipiency in these specialized speech exchange systems. Practices used by self-selecting non-primary speakers as they secure turns in meetings include displays of close monitoring of current speakers’ emerging turn structure, displays of heightened interest as current turns approach possible completion, and turn initiation practices designed to pursue and, in a fine-tuned manner, coordinate with displays of recipiency on the parts of other participants as well as from reflexively constructed ‘target’ recipients. By attending to bodily-visual action, as well as phonetics and prosody, this study contributes to expanding accounts for turn taking beyond traditional word-based grammar (i.e. lexicon and syntax).

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Cited by 6 publications

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Personal style and epistemic stance in classroom discussion

Personal style and epistemic stance in classroom discussion

Soft Prosody and Embodied Attunement in Therapeutic Interaction: A Multimethod Case Study of a Moment of Change

Securing recipiency in workplace meetings: Multimodal practices

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