The Embodied Turn in Research on Language and Social Interaction

Rhythmical coordination of performers and audience in partner dance: delineating improvised and choreographed interaction

“…This claim builds on CA studies that use video analysis to study periods of non-vocal activity in talk (Heath, Hindmarsh, & Luff, 2010;Nevile, 2015), and draws on novel methods within this literature for analysing and transcribing interaction where embodiment is central, such as in dance (Keevallik, 2013;Laurier, 2014). This approach contributes to CA studies of audiences (Atkinson, 1984;Broth, 2011) and related studies that pursue more detailed displays of audience attentiveness (Llewellyn, 2005).…”

“…This initiative to capture audience talk points to an evidential limitation of the current study: CA research into audience involvement primarily analyses non-vocal audience behaviours in relation to performers' talk. In a survey of the increasing number of studies that deal primarily with embodied actions and non-vocal resources, Nevile (2015) shows that most still relate their analyses to participant talk and asks "for 'interaction,' must we always have talk?" This study suggests that using only non-vocal resources, participants' embodied displays of confidence in rhythmical coordination in this setting can reveal their involvements in the ongoing activities, phases and organisational structures of the performance as it unfolds.…”

“…Whalen, Whalen, & Henderson, 2002). The 'embodied turn' in CA studies (Nevile, 2015) has emphasised how participants use conventionalised sequences of embodied talk, gesture, and body orientation to pursue -or to constrain and reorganise courses of situated social action (C. Goodwin, 1981;Haddington et al, 2013;Hazel, Mortensen, & Rasmussen, 2014;Heath, 1984;Schegloff, 1985). CA studies of Lindy hop workshops (Broth & Keevallik, 2014;Keevallik, 2014) show how dance instructors combine talk, partnered movement and 'bodily-vocal demonstrations' as instructions for students to follow -and as 'corrections' for when students visibly deviate from a normatively adequate response (Keevallik, 2010).…”

An Appeal for a Methodological Fusion of Conversation Analysis and Experimental Psychology

“…12-13). As CA's contexts of study have become increasingly diverse, multimodal (Nevile, 2015), and mobile, it has relied on its core methods to remain resolutely "qualitative, inductive, and strictly empirical" (Haddington, Mondada, & Nevile, 2013, p. 7) and essentially tried to minimize the separation of the context of discovery from the context of justification as much as possible. Analysts begin by noticing recurrent patterns or skewed distributions of some candidate phenomena while reviewing and transcribing recordings of interaction, then interrogating their possible interactional uses during presentation and discussion at regular CA "data sessions" (Harris, Theobald, Danby, Reynolds, & Rintel, 2012).…”

‘Cheaters and Stalkers’: Accusations in a classroom

“…All multimodal resources may mediate not only interaction, but instruction and learning, shared understanding and development, support cognition, organize knowledge and participation, and understanding is bound to these resources (e.g. Luff, Heath & Hindmarsh, 2000, Nevile, 2015.…”