https://emcawiki.net/api.php?action=feedcontributions&user=JakubMlynar&feedformat=atomemcawiki - User contributions [en]2024-03-28T20:02:28ZUser contributionsMediaWiki 1.31.1https://emcawiki.net/index.php?title=Okazawa2024&diff=32067Okazawa20242024-03-28T09:43:35Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Ryo Okazawa; |Title=Fictional characterization through repair, membership categorization, and attribute ascription |Tag(s)=EMCA; Attribu..."</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Ryo Okazawa;<br />
|Title=Fictional characterization through repair, membership categorization, and attribute ascription<br />
|Tag(s)=EMCA; Attribute; Characterization; Conversation analysis; Membership categorization analysis; MCA; Repair; Telecinematic discourse; In press<br />
|Key=Okazawa2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Text & Talk<br />
|URL=https://www.degruyter.com/document/doi/10.1515/text-2023-0033/html<br />
|DOI=10.1515/text-2023-0033<br />
|Abstract=Linguistics and discourse studies have recently started treating fictional interactions as data worth analyzing in their own right, rather than incomplete representations of naturally occurring conversations. Aligning with advances in research on the use of language in fiction, this study addresses the functions of characters’ conversational practices in fictional works from an interactional perspective. By applying conversation analysis and membership categorization analysis to a sitcom series, this study explores how characters’ repair operation, membership categorization, and attribute ascription contribute to the construction and revelation of those characters (i.e., fictional characterization). Three patterns are illustrated: (1) a character engages in implicit categorization to account for trouble after operating repair; (2) a character’s changes of turn design in multiple repair operations show the character’s orientation toward an attribute of the other character; and (3) a character gives up repair operation and shows an orientation toward other characters’ attributes through implying negative assessment of them. The findings suggest that conversation analysis and membership categorization analysis are beneficial for research on fictional characterization. This study also discusses the reflexive and mutually constitutive relationship between the interactional participants’ characters and their conversational practices.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Akiya2024&diff=32066Akiya20242024-03-26T14:39:34Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Naonori Akiya |Title=Inferred vision: An analysis of the commentators’ descriptions of players’ visual perceptions and intentions du..."</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Naonori Akiya<br />
|Title=Inferred vision: An analysis of the commentators’ descriptions of players’ visual perceptions and intentions during volleyball broadcasts<br />
|Tag(s)=EMCA; In press; Sport; Broadcasting; Ethnomethodology; Expertise; Inferred vision; Logical grammar; Popular vision; Professional vision; Sports commentator; Volleyball<br />
|Key=Akiya2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Discourse Studies<br />
|URL=https://journals.sagepub.com/doi/10.1177/14614456231219642<br />
|DOI=10.1177/14614456231219642<br />
|Abstract=This study explores how inferential description relates to expert knowledge by analyzing commentators’ inferential descriptions of players’ visual perceptions and intentions during live volleyball match broadcasts. The analysis revealed that even when the commentator could not provide the viewer with detailed visual evidence of what, when, and how the player perceives their surroundings, they could still make inferences about the player’s visual perception based on their own knowledge. The inference is made to show that a particular play was created with some intention. In addition, such inferential descriptions of visual skills, which conceptually link the player’s perceptions and intentions, are often contrasted with descriptions based on ‘popular vision’. These practices clarify the commentators’ expertise. These findings advance the theory of sports expertise in media studies and science and technology studies (STS) from the perspective of expert practices.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Janssens2024&diff=32065Janssens20242024-03-23T21:10:03Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Julie Janssens; Dorien Van De Mieroop; |Title=The Importance of Multimodal Resources for Micro-Oriented Analyses of Interactions: A Case..."</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Julie Janssens; Dorien Van De Mieroop;<br />
|Title=The Importance of Multimodal Resources for Micro-Oriented Analyses of Interactions: A Case Study of Emergent Leadership in a Hybrid Meeting<br />
|Tag(s)=EMCA; In press<br />
|Key=Janssens2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=International Journal of Business Communication<br />
|URL=https://journals.sagepub.com/doi/abs/10.1177/23294884241234885<br />
|DOI=10.1177/23294884241234885<br />
|Abstract=In this article we argue in favor of the fine-grained, integrated analysis of multimodal resources for the study of interaction in organizational contexts. For the case presented here, we use video recordings of an authentic hybrid meeting during which the superior is absent for the majority of the interaction. We scrutinize in particular how proximal and distal deontic claims are made and leadership thus emerges in this meeting, which turns out to be out of sheer necessity to ensure the progressivity of the activity. Given that there is thus no explicit struggle over leadership, many subtle semiotic resources—such as gaze, gestures, nodding and paralinguistic features—are used to enact deontic stances. This makes this case of emergent leadership particularly interesting as it demonstrates the importance of an integrated, nonlogocentric approach to obtain a fuller insight into how meaning—and leadership—is negotiated in day-to-day interactions in organizational contexts.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Jakonen2024a&diff=32064Jakonen2024a2024-03-23T21:08:13Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Teppo Jakonen; Heidi Jauni; Olcay Sert; |Title=Achieving Joint Attention and Understanding of Task Responsibilities in Synchronous Hybri..."</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Teppo Jakonen; Heidi Jauni; Olcay Sert;<br />
|Title=Achieving Joint Attention and Understanding of Task Responsibilities in Synchronous Hybrid L2 Classroom Group Work<br />
|Tag(s)=EMCA; Classroom Interaction; L2; In press<br />
|Key=Jakonen2024a<br />
|Year=2024<br />
|Language=English<br />
|Journal=Applied Linguistics<br />
|URL=https://academic.oup.com/applij/advance-article/doi/10.1093/applin/amae017/7633364<br />
|DOI=10.1093/applin/amae017/7633364<br />
|Abstract=This article addresses the need to better understand interactional asymmetries, challenges, and solutions in implementing synchronous hybrid language teaching. We investigate video-recorded peer interactions in a higher education language teaching context in which a student uses a telepresence robot, a remotely moveable videoconferencing tool, to participate in small-group task work in L2 English together with students who are physically located in the language classroom. Drawing on multimodal conversation analysis, we examine how the geographically dispersed peer group achieves, maintains, and repairs their joint attention on task-relevant learning materials as they are accomplishing a task, and how this kind of referential interactional work enables their co-operation as a group. Based on the analysis, we argue that in synchronous hybrid learning there is a need to reflexively adjust interactional practices to secure an intersubjective understanding of learning tasks and their progressivity. The findings also suggest that sensory and interactional asymmetries should be taken into account when developing and implementing synchronous hybrid learning environments that aim at equality of opportunities regardless of the participation mode.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Lefebvre2023a&diff=32059Lefebvre2023a2024-03-21T09:48:33Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Augustin Lefebvre; |Title=A Syntax for the Martial Intercorporeality: The Case of Aikido and Kenpo |Tag(s)=EMCA; Syntax of body movement..."</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Augustin Lefebvre;<br />
|Title=A Syntax for the Martial Intercorporeality: The Case of Aikido and Kenpo<br />
|Tag(s)=EMCA; Syntax of body movement; Martial intercorporeality; Aikido (martial art); Kenpo; Simultaneity; Closeness; Body contact<br />
|Key=Lefebvre2023a<br />
|Year=2023<br />
|Language=English<br />
|Journal=Human Studies<br />
|Volume=46<br />
|Pages=783-806<br />
|URL=https://link.springer.com/article/10.1007/s10746-023-09695-1<br />
|DOI=10.1007/s10746-023-09695-1<br />
|Abstract=This article provides arguments to show that there is a form of syntax specific to the bodily movements of certain martial arts. This syntax of bodily mouvements is different from that usually identified in multimodal conversational analysis which consists of the addition of bodily extensions to speech turns Keevallik (Res Lang Soc Interact 46(1):1–21, 2013) and (Res Lang Soc Interact 51(1):1–21, 2018). Based on an analysis of video extracts from two martial arts (Aikido and Kenpo), the article shows that martial arts movements, accomplished within a martial intercorporeality, acquire syntactic characteristics that make it possible to anticipate trajectories accomplished simultaneously, before and during body contact. The article presents the four movement-units common to these two martial arts and the way participants combine them, in a sequentiality of simultaneity.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Lindwall2024&diff=32058Lindwall20242024-03-18T22:03:27Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Oskar Lindwall; Erik Boström; |Title=Conversation analysis, dialogism, and the case for a minimal communicative unit |Tag(s)=EMCA; Conv..."</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Oskar Lindwall; Erik Boström;<br />
|Title=Conversation analysis, dialogism, and the case for a minimal communicative unit<br />
|Tag(s)=EMCA; Conversation analysis; Dialogism; Adjacency pair; Sequence organization; Intersubjective understanding<br />
|Key=Lindwall2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Language Sciences<br />
|Volume=103<br />
|Number=May 2024<br />
|Pages=101626<br />
|URL=https://www.sciencedirect.com/science/article/pii/S0388000124000159<br />
|DOI=10.1016/j.langsci.2024.101626<br />
|Abstract=Severinson Eklundh and Linell (1983) asked whether a minimal form of communicative interaction exists and, if so, how many moves it would require. In conversation analysis, the response to these questions has traditionally been that such a form exists and that it takes the form of a pair of adjacent utterances consisting of a first pair part (e.g., a greeting or a question) and a second pair part (e.g., a greeting in return or an answer to the question). Severinson Eklundh and Linell acknowledged that communicative exchanges could take the form of two-part sequences, but they argued that this format is relatively limited in scope. Instead, they proposed that the basic format for most communicative interactions is a three-part sequence and that this structure should not be reduced to a base pair with a sequence closing third as an expansion of the pair. This issue has been the subject of ongoing debate over the last four decades. In this article, we discuss how conversation analysis and extended dialogism have addressed the idea of a minimal form of communicative interaction. We review different approaches and how they overlap and diverge, and we make conceptual distinctions to account for their differences.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Lymer2024&diff=32048Lymer20242024-03-14T06:42:12Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Gustav Lymer; Oskar Lindwall; Christian Greiffenhagen; |Title=Student writing in higher education: From texts to practices to textual pr..."</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Gustav Lymer; Oskar Lindwall; Christian Greiffenhagen;<br />
|Title=Student writing in higher education: From texts to practices to textual practices<br />
|Tag(s)=EMCA; Academic literacies; Academic writing; Ethnomethodology; Conversation analysis<br />
|Key=Lymer2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Linguistics and Education<br />
|Volume=80<br />
|Number=April 2024<br />
|Pages=101247<br />
|URL=https://www.sciencedirect.com/science/article/pii/S0898589823001067<br />
|DOI=10.1016/j.linged.2023.101247<br />
|Abstract=In this article, recordings of academic supervision interactions are examined to inform a discussion of how ‘texts’ and ‘practices’ have been conceptualized in Academic Literacies (AL) research. AL perspectives have contributed to a shift in focus, from texts as linguistic objects to the practices in which texts are embedded. With a starting point in ethnomethodology and conversation analysis, we demonstrate the relevance of proximal textual practices as an intermediary between texts and the more abstract dimensions of practice targeted by AL, such as ideology, power, and institutional processes. Thereby we extend initiatives in AL to highlight direct interaction between learners and tutors as central to academic literacies pedagogy, and demonstrate the potential of detailed conversation analytic and ethnomethodological analysis for shedding light on the practices within which texts are embedded in the learning and teaching of academic writing.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Brandt2008&diff=32047Brandt20082024-03-13T07:56:51Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Adam Brandt; |Title=On ‘Interculturality’: A Review of Research Applying Ethnomethodology to the Study of Intercultural Interactions..."</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Adam Brandt;<br />
|Title=On ‘Interculturality’: A Review of Research Applying Ethnomethodology to the Study of Intercultural Interactions<br />
|Tag(s)=EMCA; Interculturality; Intercultural communication; Ethnomethodology; Conversation analysis; Membership categorization analysis; MCA; Identity<br />
|Key=Brandt2008<br />
|Year=2008<br />
|Language=English<br />
|Journal=ARECLS<br />
|Volume=5<br />
|Pages=205-229<br />
|URL=https://research.ncl.ac.uk/media/sites/researchwebsites/arecls/brandt_vol5.pdf<br />
|Abstract=This paper discusses previous research which has applied an ethnomethodological approach to the study of "intercultural communication". Particular attention is paid to the work of Nishizaka (1995) and Mori (2003). In examining the themes and focuses of such research, it will become apparent that "interculturality" tends to be operationalised in one of two ways, as either (1) the making relevant the "foreignness" of one or more of the interactants, or (2) the associating of one or more interactants with knowledge of specific national cultural items, such as food. It will be argued that both of these operationalisations are potentially problematic. In closing, possible similarities and differences between the work discussed and my own PhD research will be considered.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Masotina2023&diff=32046Masotina20232024-03-12T07:33:04Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Mariavittoria Masotina; Anna Spagnolli; |Title=Coordination between vehicles in traffic: Accounting for the use of direction lights base..."</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Mariavittoria Masotina; Anna Spagnolli;<br />
|Title=Coordination between vehicles in traffic: Accounting for the use of direction lights based on observations in North-East Italy<br />
|Tag(s)=EMCA; Coordination practices; Direction lights; Traffic; Driver-to-driver interaction<br />
|Key=Masotina2023<br />
|Year=2023<br />
|Language=English<br />
|Journal=Interaction Studies<br />
|Volume=24<br />
|Number=3<br />
|Pages=362-379<br />
|URL=https://www.jbe-platform.com/content/journals/10.1075/is.22014.mas<br />
|DOI=10.1075/is.22014.mas<br />
|Abstract=This study belongs to the ethnomethodological tradition of identifying the everyday practices accounting for the oiled machinery of social organization and applies this approach to understanding direction light usage. We observe a set of episodes videorecorded in North-East Italy in the urban traffic. We first unpack the meaning of direction light usage from a pragmatic perspective and then test our interpretation against the cases in our collection that seem to deviate from it. We argue that direction lights’ usage works as an announcement to some road users and a request to a subset of them; in both cases, direction lights convey contextualized (indexical) coordinates about the vehicle’s prospective trajectory. We then explain the cases in which signaling is omitted and draw some implications for traffic coordination and safety.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=MendesdeOliveira2024&diff=32045MendesdeOliveira20242024-03-12T07:28:55Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Milene Mendes de Oliveira; Melisa Stevanovic; |Title=Interculturality and decision making: Pursuing jointness in online teams |Tag(s)=EM..."</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Milene Mendes de Oliveira; Melisa Stevanovic;<br />
|Title=Interculturality and decision making: Pursuing jointness in online teams<br />
|Tag(s)=EMCA; Interculturality; Intercultural competence; Decision-making; Proposals; Ideals<br />
|Key=MendesdeOliveira2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Intercultural Pragmatics<br />
|Volume=21<br />
|Number=1<br />
|Pages=1-32<br />
|URL=https://www.degruyter.com/document/doi/10.1515/ip-2024-0001/html<br />
|DOI=10.1515/ip-2024-0001<br />
|Abstract=Current times call for continuous communication across countries, negotiations on several levels, and the creation of international relationships based on dialogue and participation. Those ideals are often pursued in intercultural communication contexts and written about, as a desideratum, in the Intercultural Communication literature. However, how can this be achieved concretely? In this article, we analyze how decisions are taken by newly founded intercultural teams of higher-education students playing a so-called intercultural game online via Zoom. The game revolves around the creation of a development plan for a fictitious city. In our study, we conducted a conversation-analytic investigation of decision-making processes by players oriented towards the ideal of ‘intercultural speakers’ as the ones mediating between different points of view and giving voice to all parties in an inclusive way. We illustrate our analysis with examples that range from unilateral decision making to decisions achieved through highly collaborative processes. We point to how expectations of inclusion-oriented interactional moves in intercultural situations are sometimes at odds with how these interactions and the related decision-making processes actually unfold.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Havadar2024&diff=32026Havadar20242024-03-09T07:24:48Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Emir Ertunç Havadar |Title=Orientations to teaching in reflective talk: Tracking co-teaching pre-service teachers’ reflections longit..."</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Emir Ertunç Havadar<br />
|Title=Orientations to teaching in reflective talk: Tracking co-teaching pre-service teachers’ reflections longitudinally<br />
|Tag(s)=EMCA; Conversation analysis; Student nomination; Pre-service teachers; Teacher orientation; Reflective talk<br />
|Key=Havadar2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Linguistics & Education<br />
|Volume=80<br />
|Number=April 2024<br />
|Pages=101283<br />
|Abstract=Teachers operationalize various strategies to deal with lack of student participation in classroom interaction. Using longitudinal conversation analysis, this study examines three pre-service teachers’ orientations to their co-teaching in their reflections. I describe how the co-teaching pre-service teachers problematize the lack of student participation and attempt to resolve it. For this purpose, they orient to a turn allocation strategy, individual nomination, to elicit responses to their unanswered questions. I focus on the emergence and routinization of this strategy in five weeks in their reflections. The co-teachers’ use of we language in reflection sessions established the strategy as a shared practice. On the other hand, they used first-person plural and second-person singular pronouns when divergences occurred among group members. The findings suggest reflective sessions that PSTs engage in are integral to their professional development. The findings bring insights into the understanding of collaborative decision-making in reflective talk sessions.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=DalbyKristiansen2024&diff=32025DalbyKristiansen20242024-03-09T07:21:46Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Elisabeth Dalby Kristiansen; Nina Nørgaard |Title=Credibility in corporate testimonial videos: Addressed from a combined interactional..."</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Elisabeth Dalby Kristiansen; Nina Nørgaard<br />
|Title=Credibility in corporate testimonial videos: Addressed from a combined interactional and multimodal semiotic perspective<br />
|Tag(s)=EMCA; In press<br />
|Key=DalbyKristiansen2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Discourse & Communication<br />
|URL=https://journals.sagepub.com/doi/abs/10.1177/17504813241234267<br />
|DOI=10.1177/17504813241234267<br />
|Abstract=The article reports a study of corporate testimonial videos from a Danish tech SME. The aim of the study is to show how combining Ethnomethodological Conversation Analysis (EMCA) and Multimodal Critical Discourse Analysis (MCDA) may provide new insight into the persuasive appeal of corporate testimonial videos. The study uses EMCA to demonstrate how participants interactionally construct a position of credibility and authenticity from which to deliver the recommendation. It uses MCDA to show how the interaction is integrated into a larger set of multimodally constructed meanings with a specific strategic communicative purpose, specifically how visual and editorial choices contribute to the credibility of the videos by creating a sense that viewers are watching a spontaneous (online) conversation rather than a staged corporate video. The article concludes that the videos construct credibility by providing access to a curated backstage region which viewers are invited to understand as ‘authentic’ and ‘unedited’.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Kosurko2023b&diff=32012Kosurko2023b2024-03-06T08:25:10Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=An Kosurko; Ilkka Arminen; |Title=Facilitating participation in an online dance class for people living with dementia |Tag(s)=EMCA; Mult..."</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=An Kosurko; Ilkka Arminen;<br />
|Title=Facilitating participation in an online dance class for people living with dementia<br />
|Tag(s)=EMCA; Multimodality; Ethnomethodology; Conversation analysis; Art-based practices; Directive response; Dementia<br />
|Key=Kosurko2023b<br />
|Year=2023<br />
|Language=English<br />
|Journal=Journal of Interaction Research in Communication Disorders<br />
|Volume=14<br />
|Number=3<br />
|Pages=357-385<br />
|URL=https://journal.equinoxpub.com/JIRCD/article/view/24520<br />
|DOI=10.1558/jircd.24520<br />
|Abstract=Background: Care workers practice different approaches to facilitating social participation and managing (non-)responsiveness in activities for people living with dementia. Utilizing an on-screen dance activity in a foreign language, carers in this study draw on multimodal resources and shift their footings in participation frameworks to demonstrate and reformulate expectations in pursuit of responses.<br />
<br />
Method: Data were collected as part of a test pilot for a dance program designed for people with cognitive and physical challenges. The program was remotely delivered from Canada to a private, assisted living facility in Finland during the COVID-19 pandemic. Video recordings of five consecutive weekly dance classes were transcribed and analyzed using an ethnomethodology and conversation analysis (EMCA) approach to multimodal interaction, looking at directive-response sequences.<br />
<br />
Results: Our preliminary results explore how co-present facilitators encouraged participation of a non-responsive participant through embodied directives in three ways: through demonstrations and reformulations in co-participation; through repetition and emphasis in response to non-compliance; and through a subsequent proposal of a change in the interactional frame.<br />
<br />
Discussion/conclusion: There are various recipient-designed ways in which care workers facilitate participation in on-screen arts-based programs, including how they address non-compliance.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Gafvels2024&diff=32009Gafvels20242024-03-05T05:47:49Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Camilla Gåfvels; |Title=How to make a bridal bouquet: sensory knowing in action |Tag(s)=EMCA; disciplinary aesthetics; floristry; craft..."</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Camilla Gåfvels;<br />
|Title=How to make a bridal bouquet: sensory knowing in action<br />
|Tag(s)=EMCA; disciplinary aesthetics; floristry; craft; sensory knowing; authoritative guiding<br />
|Key=Gafvels2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Frontiers in Education<br />
|Volume=9<br />
|Pages=1316981<br />
|URL=https://www.frontiersin.org/articles/10.3389/feduc.2024.1316981/full<br />
|DOI=10.3389/feduc.2024.1316981<br />
|Abstract=This study explored the planning and making of a bridal bouquet in classroom interaction between a teacher and a student in a Swedish upper-secondary adult floristry education school. The purpose was to empirically reveal floristry disciplinary aesthetics. Aesthetics can be said to involve the exploration of sensory perception in general, entailing a focus on tacit sensory knowing. Methodologically, this study drew on the principles of ethnomethodology and (multimodal) conversation analysis to investigate video-recorded empirical data. The analysis included three separate sequences of interaction after the student requested the teacher’s attention. In the sequences, the student repeatedly provided answers to her own known-answer questions, and it remained her privilege to define what should be done and why as a consequence of the teacher’s authoritative guiding and gentle support. The results include examples of floristry disciplinary aesthetics in action when making a bridal bouquet, such as airiness and the role of outer shape. Moreover, in situ aesthetic judgement as part of sensory knowing is shown to be ample in the form of embodied actions, such as showing with the hands and communicating with facial expressions.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Keevallik2024&diff=32008Keevallik20242024-03-04T09:30:39Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Leelo Keevallik; Emily Hofstetter; Agnes Löfgren; Sally Wiggins; |Title=Repetition for real-time coordination of action: Lexical and no..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Leelo Keevallik; Emily Hofstetter; Agnes Löfgren; Sally Wiggins;<br />
|Title=Repetition for real-time coordination of action: Lexical and non-lexical vocalizations in collaborative time management<br />
|Tag(s)=EMCA; In press; Embodied interaction; Iconicity; Indexicality; Interactional linguistics; Multimodality; Multimodal interaction analysis; Non-lexical vocalizations; Reduplication; Repetition; Temporal coordination<br />
|Key=Keevallik2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Discourse Studies<br />
|URL=https://journals.sagepub.com/doi/10.1177/14614456231224079<br />
|DOI=10.1177/14614456231224079<br />
|Abstract=Repetition has often been argued to be a semiotic device that iconically signifies ‘more content’, such as intensity and plurality. However, through multimodal interaction analysis of materials in English, Estonian, and Swedish, this paper demonstrates how self-repetition is used to coordinate actions across participants and temporally organize the ongoing activity. The data are taken from infant mealtimes, pilates classes, dance training, boardgames, rock climbing, and opera rehearsals. Repetition of both lexical and non-lexical tokens can prolong, postpone, and generally organize segments of action as well as co-create rhythms and moves in a moment-by-moment reflexive relationship with other (non-vocalizing) participants. A crucial feature of repetitions is that they can be flexibly extended to fit the other’s public performance, its launching, continuation, and projectable completion. We argue that the iconicity of repetition emerges through its indexical relationship to other bodies, as a real-time jointly achieved phenomenon.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=He2024&diff=32007He20242024-02-29T10:48:00Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Xiaodan He |Title=Formulations in Chinese criminal courtroom interaction |Tag(s)=EMCA; Formulation; Chinese criminal courtroom; Conversa..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Xiaodan He<br />
|Title=Formulations in Chinese criminal courtroom interaction<br />
|Tag(s)=EMCA; Formulation; Chinese criminal courtroom; Conversation analysis; Examination; In press<br />
|Key=He2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Text & Talk<br />
|URL=https://www.degruyter.com/document/doi/10.1515/text-2022-0201/html<br />
|DOI=10.1515/text-2022-0201<br />
|Abstract=This study investigates the interactional functions and properties of formulation sequences in Chinese criminal courtroom using the methods of Conversation Analysis. The data corpus for this study are audio recordings of five criminal trials heard in China. I show that (i) in response to opaque answers in the prior turn, the examiner tendentiously formulates the prior description to highlight the implication or inferences, for his or her pragmatic purpose; (ii) the examiner clarifies, redevelops the gist, makes something explicit that was previously implicit in the prior turn; or (iii) shifts the focus of the prior turn to make explicit a presumptive and damaging inference, in hostile examination, or to highlight favorable information in cooperative questioning. A key linguistic property of formulations is that they are preceded by turn initial discourse markers, which serves to indicate the examiner’s neutrality and credibility. Moreover, closed polar questions or tag questions in formulations are used by examiners to invite aligning and positive responses.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Raisanen2024&diff=32006Raisanen20242024-02-29T10:45:35Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Tiina Räisänen; Niina Hynninen |Title=Making new technology understandable through multimodal instruction: A digital mobility stick in..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Tiina Räisänen; Niina Hynninen<br />
|Title=Making new technology understandable through multimodal instruction: A digital mobility stick in customer training interaction<br />
|Tag(s)=EMCA; Conversation analysis; Customer training; Haptic technology; Instructed action; Multimodality; User testing; In press<br />
|Key=Raisanen2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Prologi: Journal of Communication and Social Interaction<br />
|Volume=20<br />
|Number=1<br />
|URL=https://journal.fi/prologi/article/view/120940<br />
|DOI=10.33352/prlg.120940<br />
|Abstract=With a variety of smart technologies on the market, health technologies have become an increasingly everyday phenomenon. This paper focuses on customer training in the use of a new technological device, a digital mobility stick, which is an exercise stick with a built-in haptic component. It can be used as a measuring and training tool to analyze the body’s ability to balance, bend, and rotate and to guide the trajectory of one’s exercise movements. We focus on the mobility stick as a training tool, investigating how the haptic technology is introduced to the customer in instructional interaction, and what roles the technology obtains in the process. The paper uses video-recorded customer training interaction data from a health technology company. It draws on multimodal conversation analytic research on instructions and instructed actions, objects, technologies, and touch in interaction. We show that the company representative’s specific orientation to the mobility stick was consequential to the instructed actions of the customers and their learning. The analyzed cases also illustrate that the mobility stick gained different roles in the interaction, ranging from a technological and sensorial object to a technology representing information to an active participant in interaction guiding human action. The study thus contributes to our understanding of the multimodality of instructional interaction and the potentially varied roles of technology in such interaction.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Fitzgerald2024&diff=32002Fitzgerald20242024-02-28T10:20:18Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Richard Fitzgerald; |Title=Drafting A Simplest Systematics for the Organization of Turn-Taking for Conversation |Tag(s)=EMCA; In press;..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Richard Fitzgerald;<br />
|Title=Drafting A Simplest Systematics for the Organization of Turn-Taking for Conversation<br />
|Tag(s)=EMCA; In press; Conversation analysis; Harvey Sacks; Gail Jefferson; William Bright; Emanuel Schegloff; Simplest systematics<br />
|Key=Fitzgerald2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Human Studies<br />
|URL=https://link.springer.com/article/10.1007/s10746-023-09700-7<br />
|DOI=10.1007/s10746-023-09700-7<br />
|Abstract=Drawing on drafts and other material from the Harvey Sacks archive this paper examines the development of one of the defining papers of Conversation Analysis, A Simplest Systematics for the Organization of Turn-Taking for Conversation (Sacks, Schegloff, and Jefferson 1974). The discussion examines four drafts of the paper along with correspondence between the authors and with William Bright, the editor of the journal Language where it was to be published. The four drafts trace the development of the paper from a 13-page draft to the final 106-page final draft submitted to the journal. By exploring the drafts as they evolved the discussion highlights the development of the central ideas in the paper, the distinctive style of the paper as it is revised, the changes of authorship, and the role of the editor of Language, William Bright, in helping to shape the paper through his own detailed reviews.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Avgustis2024&diff=31992Avgustis20242024-02-26T13:31:05Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Iuliia Avgustis; Samira Ibnelkaïd; Netta Iivari |Title=Occupying Another’s Digital Space: Privacy of Smartphone Users as a Situated P..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Iuliia Avgustis; Samira Ibnelkaïd; Netta Iivari<br />
|Title=Occupying Another’s Digital Space: Privacy of Smartphone Users as a Situated Practice<br />
|Tag(s)=EMCA; In press; Ethnomethodology; Co-present interaction; Multimodal Interaction Analysis; Privacy; Smartphones; Video data<br />
|Key=Avgustis2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Computer Supported Cooperative Work (CSCW)<br />
|URL=https://link.springer.com/article/10.1007/s10606-024-09492-z<br />
|DOI=10.1007/s10606-024-09492-z<br />
|Abstract=A smartphone’s screen is commonly regarded as a private space, and the action of looking at it is usually considered a violation of one’s privacy both by researchers and designers. However, our study demonstrates how participants in the interaction themselves negotiate moment by moment and achieve an understanding of someone’s screen space as public or private. In this paper, we analyze the interactional sequences of uninvited looks at another participant’s phone. Drawing on visual ethnography and ethnomethodologically informed multimodal interaction analysis, we video-recorded and analyzed everyday interactions between friends and acquaintances. Our findings show that looking at someone’s smartphone display is often performed and oriented to as a resource in interaction rather than an invasion of privacy. We therefore characterize the interactional functions of gazes and glances at another’s screen. We also discuss the research and design implications of approaching privacy as a situated practice.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Monteiro2024&diff=31980Monteiro20242024-02-23T10:39:13Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=David Monteiro; Oriana Rainho Brás; Michel Binet |Title=Time-oriented decisions in Palliative Care team meetings |Tag(s)=EMCA; Conversa..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=David Monteiro; Oriana Rainho Brás; Michel Binet<br />
|Title=Time-oriented decisions in Palliative Care team meetings<br />
|Tag(s)=EMCA; Conversation analysis; Interactions; Justification; Palliative care professionals; Time; Temporality; In press<br />
|Key=Monteiro2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Discourse Studies<br />
|URL=https://journals.sagepub.com/doi/10.1177/14614456231223147<br />
|DOI=10.1177/14614456231223147<br />
|Abstract=In a wide diversity of workplaces time and temporality are an omnirelevant feature of the praxeological and material environment, as observable by the pervasiveness of chrono-metrical and chronological technologies and artifacts, and by workers’ orientation to matters of punctuality, productivity and other aspects of task dispatch and managerial organization. Professionals’ orientation to time takes an additional complexity in healthcare settings, given the multiple temporalities involved – biological, institutional, social – and the implications of timely professional intervention in the progression of patients’ health. In palliative care, we argue, a practical concern with time and temporality is a constitutive feature of the work of professionals and teams, visible in and built in their interactions. Furthermore, such orientation to time is related to the collective production of justifications for actions. Drawing on conversation analysis of a corpus of audio recordings, we examine how, in team meetings and interactions with other healthcare staff, palliative care professionals make sense of patients’ end of life trajectories in a situated and joint manner, grounding their proposals for action in terms of timeliness – or lack thereof – concerning patients’ current situation and prognoses on their more-or-less foreseeable unfolding, accomplishing a valid rationale for palliative intervention.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=BatlleRodriguez2024&diff=31979BatlleRodriguez20242024-02-23T10:36:19Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Jaume Batlle Rodríguez; Natalia Evnitskaya; |Title=Teachers’ multimodal resources for delegated peer repair: Maximizing interactional..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Jaume Batlle Rodríguez; Natalia Evnitskaya;<br />
|Title=Teachers’ multimodal resources for delegated peer repair: Maximizing interactional space in whole-class interaction in the foreign language classroom<br />
|Tag(s)=EMCA; Classroom Interaction; In press<br />
|Key=BatlleRodriguez2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=The Modern Language Journal<br />
|URL=https://onlinelibrary.wiley.com/doi/10.1111/modl.12910<br />
|DOI=10.1111/modl.12910<br />
|Abstract=In classrooms, teachers play a fundamental role in managing students’ participation. As part of their classroom interactional competence to maximize interactional space for students’ learning, teachers use multimodal resources to orchestrate turn-taking, allocate the next speaker, and manage repair sequences. However, little is known about how teachers employ these resources to engage learners in delegated peer repair, that is, repair sequences initiated by a student and solved by another classmate. Adopting a multimodal conversation analysis approach, this study aims to investigate how Spanish-as-a-foreign-language teachers multimodally manage delegated peer repair in whole-group interaction by increasing interactional space to promote students’ participation. The findings show that teachers often resort to embodied resources such as gaze, gestures (pointing), and hand and body movements (stepping backward) to engage students in delegated peer repair, leading to increased student participation and autonomy. We end with some reflections on the relevance of the adopted methodology for better understanding how teachers employ multimodal resources to create interactional space and engage students in delegated peer repair, thus promoting learners’ interactional competence in the foreign language. It also suggests some potential implications for teachers’ professional development.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Tekin2024&diff=31977Tekin20242024-02-22T06:54:40Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Burak S. Tekin; |Title=Disciplined body: How players design their game movements for the machine |Tag(s)=EMCA; Body; Discipline; Recipie..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Burak S. Tekin;<br />
|Title=Disciplined body: How players design their game movements for the machine<br />
|Tag(s)=EMCA; Body; Discipline; Recipient design; Intelligibility; Accountability; Human-machine interaction<br />
|Key=Tekin2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Discourse, Context & Media<br />
|Volume=57<br />
|Number=February 2024<br />
|Pages=100754<br />
|URL=https://www.sciencedirect.com/science/article/pii/S2211695823000879<br />
|DOI=10.1016/j.dcm.2023.100754<br />
|Abstract=This study examines disciplined body in video game playing activities in which players produce their game moves with their bodies. Disciplined body refers to particularly designed bodily movements, orienting to their recognizability by the machine. Drawing on ethnomethodology and conversation analysis, this study demonstrates that participants endogenously display a sensitivity towards machine’s recognition, through which they point to a need for players to discipline their bodies and produce machine-designed movements. Disciplining the body involves producing the game movements in particular forms required by the machine, calibrating the movements to the constraints of the machine, and timing the movements in coordination with the unfolding games. The analysis provides insights for reflecting on the relations between humans and machines and in particular how the former adapts to the latter. Participants attribute a specific form of agency to the machine to see and recognize the player movements. This necessitates the players to perform their game movements with specific qualities, which deviates from the “natural” human body, arguably leading to dehumanization. This study is based on video-recorded data in which participants speak Turkish.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Williamson2024&diff=31962Williamson20242024-02-15T09:39:16Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Francesca Arielle Williamson; Jessica Nina Lester; Cameka Woods; Erica C. Kaye |Title=Questions to promote child-centered care in racial..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Francesca Arielle Williamson; Jessica Nina Lester; Cameka Woods; Erica C. Kaye<br />
|Title=Questions to promote child-centered care in racially discordant interactions in pediatric oncology<br />
|Tag(s)=EMCA; Child-centered care; Conversation analysis; Patient-provider interaction; Pediatric oncology; Racial discordance<br />
|Key=Williamson2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Patient Education and Counseling<br />
|Volume=121<br />
|Number=April 2024<br />
|Pages=108106<br />
|URL=https://www.sciencedirect.com/science/article/pii/S0738399123004871<br />
|DOI=10.1016/j.pec.2023.108106<br />
|Abstract=Objective<br />
To examine questioning practices in racially discordant interactions and describe how these practices engendered child-centered care.<br />
<br />
Methods<br />
We used applied conversation analysis to analyze a collection of 300 questions directed to children across 10 cases involving children of color and their families in disease reevaluation appointments in pediatric oncology.<br />
<br />
Results<br />
Our analysis generated two patterns: 1) both the pediatric oncologists’ and caregivers built upon one another’s talk to enable the child’s conversational turn, and 2) the oncologists’ reformulated requests as questions to invite the child’s permission and cooperation for completing exams and understanding symptoms.<br />
<br />
Conclusion<br />
Children, pediatric oncologists, and caregivers coordinated their actions to enable children to participate as recipients of and respondents to questions. The analysis of real-time interactions illuminates practices for centering children in clinical encounters and the benefits of doing so.<br />
<br />
Practical implications<br />
This study’s findings have implications for defining competencies and practices for fostering child-centered communication, creating training materials based on real-time encounters, and identifying strategies for humanizing pediatric patient experiences.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Klatt2023a&diff=31946Klatt2023a2024-02-15T08:06:01Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Marie Klatt; Maximilian Krug; |Title=Von der Disalignierung zum Disengagement: Aushandlung von Partizipation in konfliktären Eltern-Kin..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Marie Klatt; Maximilian Krug;<br />
|Title=Von der Disalignierung zum Disengagement: Aushandlung von Partizipation in konfliktären Eltern-Kind-Interaktionen<br />
|Tag(s)=EMCA; multimodale Interaktionsforschung; Disalignierung; Disengagement; Partizipation; Eltern-Kind-Interaktion<br />
|Key=Klatt2023a<br />
|Year=2023<br />
|Language=German<br />
|Journal=fokus:interaktion<br />
|Volume=1<br />
|Number=2023<br />
|Pages=29-66<br />
|URL=https://duepublico2.uni-due.de/receive/duepublico_mods_00077441<br />
|DOI=10.17185/duepublico/77441<br />
|Abstract=Der Beitrag untersucht anhand familiärer Spielinteraktionen zwischen Eltern und ihren Kindern den Zusammenhang zwischen den Konzepten Disalignment und Disengagement. Mithilfe von multimodalen Interaktionsanalysen von disalignierenden, z. T. gewalttätigen kindlichen Handlungen und elterlichen Kontrollberührungen wird gezeigt, dass Disalignierungen Teilnehmendenpraktiken darstellen können, mit denen Beteiligte Aktivitäten mitgestalten und ihre interaktionalen Projekte sozial kalibrieren können. Wenn eine solche lokale Anpassung der interaktionalen Projekte nicht gelingt, kann es zur Auflösung der sozialen Situation (Disengagement) kommen. Somit trägt der Aufsatz zur Schärfung der Konzepte Disalignierung und Disengagement bei und erweitert das von Stokoe et al. (2020) vorgeschlagene Alignierungskontinuum um eine Sichtweise, bei der auch Änderungen in der Partizipation berücksichtigt werden. Die Datengrundlage bildet ein Korpus von zehn deutsch-französischsprachigen Eltern-Kind-Dyaden im Umfang von 17 Aufnahmestunden, die über drei Jahre hinweg im Abstand von jeweils einem Jahr gefilmt worden sind.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Mandel2023&diff=31945Mandel20232024-02-14T14:51:54Z<p>JakubMlynar: </p>
<hr />
<div>{{BibEntry<br />
|BibType=PHDTHESIS<br />
|Author(s)=Daniel Mandel<br />
|Title=Jemandem eine Stimme geben. Polyphone und polykinetische Äußerungen im Sprechen von Angesicht zu Angesicht<br />
|Tag(s)=EMCA;<br />
|Key=Mandel2023<br />
|Publisher=Albert-Ludwigs-Universität Freiburg<br />
|Year=2023<br />
|Language=German<br />
|Address=Freiburg<br />
|URL=https://freidok.uni-freiburg.de/data/238217<br />
|Series=NIHIN studies<br />
|Abstract=Die Forschungsarbeit untersucht semiotische Form und Funktion polyphoner und polykinetischer Äußerungen im Sprechen von Angesicht zu Angesicht. Die Studie identifiziert Äußerungen, in denen eine Überlagerung von Stimmen bzw. von Körpern (layering of voices/layering of bodies) stattfindet. Die empirische Grundlage für die Analysen bilden drei Kollektionen (insgesamt ca. 24 Stunden Videomaterial), in denen Gesprächsbeteiligte ihre Stimme in ganz unterschiedlichen Kontexten einer narrativen Figur geben und körperlich die Ausdrucksgestalt dieser Figur darstellen. Die Forschungsergebnisse in den einzelnen Analysekapiteln heben hervor, dass es sich beim Untersuchungsgegenstand um ein höchst dialogisches Verfahren handelt, mit dem Gesprächsbeteiligte lokale kommunikative Aufgaben nicht nur mittels syntaktischer und phonetisch-prosodischer cues bewältigen, sondern auch mithilfe körperlicher Äußerungen. Die Arbeit zeichnet nach, dass die gesprächsbeteiligten Personen sich an körperlichen Ausdrücken des Gegenübers in der laufenden Interaktion orientieren und sich dadurch wechselseitig zu- und aufeinander beziehen. In der Emergenz der jeweiligen körperlichen interaktional herausgearbeiteten und angepassten Ausdrucksgestalt zeigt sich die Rolle des erzählenden Körpers auf das Wie und das Was des Sprechens von Angesicht zu Angesicht: Indem über den körperlichen Ausdruck wesentliche Teilerzählungen erbracht werden, tragen semiotische Formen der polyphonen und polykinetischen Äußerungen zur lokalen Sinnherstellung bei.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Vanttinen2024&diff=31943Vanttinen20242024-02-14T13:17:07Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Minttu Vänttinen; Leila Kääntä; |Title=Multimodal blame attributions in technology-supported peer interaction |Tag(s)=EMCA; In press..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Minttu Vänttinen; Leila Kääntä;<br />
|Title=Multimodal blame attributions in technology-supported peer interaction<br />
|Tag(s)=EMCA; In press; Blame attributions; Multimodal conversation analysis; Classroom interaction; Peer interaction; Technology-supported tasks<br />
|Key=Vanttinen2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Classroom Discourse<br />
|URL=https://www.tandfonline.com/doi/full/10.1080/19463014.2023.2292361<br />
|DOI=10.1080/19463014.2023.2292361<br />
|Abstract=This study investigates the multimodal construction of blame attributions in peer interaction during digital tasks in English as a Foreign Language classrooms. Drawing on multimodal conversation analysis (CA), we examine how the force of blamings is manifested in and through the variety of resources used, and the role of digital devices in the emergence and resolution of blaming sequences. The analysis shows that children’s blame attributions can be bold and involve a lamination of several multimodal resources, often without an explicit verbal formulation. Additionally, participants may build on the actions of the digital application to allocate blame, using the affordances of the technology to avoid direct verbal attributions. The study thus elaborates on the sequential structure of blamings and highlights their context-bound and multimodal nature. It contributes to research on multimodality in technology-supported classroom interactions, shedding light on the merging of the embodied and the digital in action formation.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Klatt2023&diff=31942Klatt20232024-02-14T13:10:51Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=PHDTHESIS |Author(s)=Marie Klatt |Title=Kooperation in Nichtzustimmungen. Multimodale Analysen der kindlichen Nichtzustimmung auf lokaler action- und glob..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=PHDTHESIS<br />
|Author(s)=Marie Klatt<br />
|Title=Kooperation in Nichtzustimmungen. Multimodale Analysen der kindlichen Nichtzustimmung<br />
auf lokaler action- und globaler activity-Ebene in Eltern-Kind-Spielinteraktionen<br />
|Tag(s)=EMCA;<br />
|Key=Klatt2023<br />
|Publisher=Albert-Ludwigs-Universität Freiburg<br />
|Year=2023<br />
|Language=German<br />
|Address=Freiburg<br />
|Note=Unpublished dissertation.<br />
Will be published in 2024.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Mandel2023&diff=31941Mandel20232024-02-14T13:08:42Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=PHDTHESIS |Author(s)=Daniel Mandel |Title=Jemandem eine Stimme geben. Polyphone und polykinetische Äußerungen im Sprechen von Angesicht zu Angesicht |Tag..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=PHDTHESIS<br />
|Author(s)=Daniel Mandel<br />
|Title=Jemandem eine Stimme geben. Polyphone und polykinetische Äußerungen im Sprechen von Angesicht zu Angesicht<br />
|Tag(s)=EMCA;<br />
|Key=Mandel2023<br />
|Publisher=Albert-Ludwigs-Universität Freiburg<br />
|Year=2024<br />
|Language=German<br />
|Address=Freiburg<br />
|URL=https://freidok.uni-freiburg.de/data/238217<br />
|Series=NIHIN studies<br />
|Abstract=Die Forschungsarbeit untersucht semiotische Form und Funktion polyphoner und polykinetischer Äußerungen im Sprechen von Angesicht zu Angesicht. Die Studie identifiziert Äußerungen, in denen eine Überlagerung von Stimmen bzw. von Körpern (layering of voices/layering of bodies) stattfindet. Die empirische Grundlage für die Analysen bilden drei Kollektionen (insgesamt ca. 24 Stunden Videomaterial), in denen Gesprächsbeteiligte ihre Stimme in ganz unterschiedlichen Kontexten einer narrativen Figur geben und körperlich die Ausdrucksgestalt dieser Figur darstellen. Die Forschungsergebnisse in den einzelnen Analysekapiteln heben hervor, dass es sich beim Untersuchungsgegenstand um ein höchst dialogisches Verfahren handelt, mit dem Gesprächsbeteiligte lokale kommunikative Aufgaben nicht nur mittels syntaktischer und phonetisch-prosodischer cues bewältigen, sondern auch mithilfe körperlicher Äußerungen. Die Arbeit zeichnet nach, dass die gesprächsbeteiligten Personen sich an körperlichen Ausdrücken des Gegenübers in der laufenden Interaktion orientieren und sich dadurch wechselseitig zu- und aufeinander beziehen. In der Emergenz der jeweiligen körperlichen interaktional herausgearbeiteten und angepassten Ausdrucksgestalt zeigt sich die Rolle des erzählenden Körpers auf das Wie und das Was des Sprechens von Angesicht zu Angesicht: Indem über den körperlichen Ausdruck wesentliche Teilerzählungen erbracht werden, tragen semiotische Formen der polyphonen und polykinetischen Äußerungen zur lokalen Sinnherstellung bei.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Ilomaki2024&diff=31940Ilomaki20242024-02-14T09:37:28Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Sakari Ilomäki; Melisa Stevanovic; |Title=Distributed Cognition in Fractured Ecologies: Collaborative Problem-Solving in Video-Mediated..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Sakari Ilomäki; Melisa Stevanovic;<br />
|Title=Distributed Cognition in Fractured Ecologies: Collaborative Problem-Solving in Video-Mediated Interaction<br />
|Tag(s)=EMCA; Real-world problem solving; video-mediated interaction; computer-mediated communication; distributed cognition<br />
|Key=Ilomaki2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Social Interaction: Video-Based Studies of Human Sociality<br />
|Volume=7<br />
|Number=1<br />
|URL=https://tidsskrift.dk/socialinteraction/article/view/132207<br />
|DOI=10.7146/si.v7i1.132207<br />
|Abstract=In this article we present a conversation analytic case study of a video-mediated teleconsultation in which the participants face a problem with the audio connection. During the problem-solving process the interactants need to direct one another’s attention and action in relation to technological artefacts to solve the problem. Video mediation limits physical access to distant participants’ physical ecology, which is overcome by fitting interactional practices to the communicative medium available at a given moment. Drawing on insights from the distributed cognition perspective and the CA perspective on participation, multimodality, and epistemics, we propose specifications to existing theories of problems solving, seeking to develop integrative approaches to real-world problem solving.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Mlynar2024&diff=31939Mlynar20242024-02-12T16:59:39Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Jakub Mlynář; Adrien Depeursinge; John O. Prior; Roger Schaer; Alexandre Martroye de Joly; Florian Evéquoz; |Title=Making sense of ra..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Jakub Mlynář; Adrien Depeursinge; John O. Prior; Roger Schaer; Alexandre Martroye de Joly; Florian Evéquoz;<br />
|Title=Making sense of radiomics: insights on human–AI collaboration in medical interaction from an observational user study<br />
|Tag(s)=EMCA; Conversation analysis; Artificial intelligence; Ethnomethodology; Human-computer interaction; Oncology; Radiology; Radiomics; Social interaction; AI Reference List<br />
|Key=Mlynar2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Frontiers in Communication<br />
|Volume=8<br />
|Pages=1234987<br />
|URL=https://www.frontiersin.org/articles/10.3389/fcomm.2023.1234987/full<br />
|DOI=10.3389/fcomm.2023.1234987<br />
|Abstract=Technologies based on “artificial intelligence” (AI) are transforming every part of our society, including healthcare and medical institutions. An example of this trend is the novel field in oncology and radiology called radiomics, which is the extracting and mining of large-scale quantitative features from medical imaging by machine-learning (ML) algorithms. This paper explores situated work with a radiomics software platform, QuantImage (v2), and interaction around it, in educationally framed hands-on trial sessions where pairs of novice users (physicians and medical radiology technicians) work on a radiomics task consisting of developing a predictive ML model with a co-present tutor. Informed by ethnomethodology and conversation analysis (EM/CA), the results show that learning about radiomics more generally and learning how to use this platform specifically are deeply intertwined. Common-sense knowledge (e.g., about meanings of colors) can interfere with the visual representation standards established in the professional domain. Participants' skills in using the platform and knowledge of radiomics are routinely displayed in the assessment of performance measures of the resulting ML models, in the monitoring of the platform's pace of operation for possible problems, and in the ascribing of independent actions (e.g., related to algorithms) to the platform. The findings are relevant to current discussions about the explainability of AI in medicine as well as issues of machinic agency.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Dix2023a&diff=31938Dix2023a2024-02-12T16:57:08Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Carolin Dix; |Title=Transcribing Facial Gestures: Combining Jefferson with the International SignWriting Alphabet (ISWA) |Tag(s)=EMCA; M..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Carolin Dix;<br />
|Title=Transcribing Facial Gestures: Combining Jefferson with the International SignWriting Alphabet (ISWA)<br />
|Tag(s)=EMCA; Multimodal transcription; Facial gestures; ISWA; Sutton SignWriting<br />
|Key=Dix2023a<br />
|Year=2024<br />
|Language=English<br />
|Journal=Social Interaction: Video-Based Studies of Human Sociality<br />
|Volume=6<br />
|Number=3<br />
|URL=https://tidsskrift.dk/socialinteraction/article/view/143071<br />
|DOI=10.7146/si.v6i3.143071<br />
|Abstract=Within multimodal interaction analysis, transcripts serve not only as a tool for managing the volatility of interaction and catalyzing analytic procedures, but also as an essential medium for making analytic results intersubjectively available. While there are already well-established conventions for transcribing verbal and vocal interactional resources, researchers still struggle with adequately aligning and recognizably representing visual-bodily resources. This contribution provides a practical solution for multimodal transcription, combining conventions of the Jeffersonian system with the sign inventory of the International SignWriting Alphabet (ISWA). The result is a standardized, data oriented, expandable system that relies on iconic depictions rather than on verbal descriptions of visual conduct.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Katila2023b&diff=31937Katila2023b2024-02-12T16:55:26Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Julia Katila; |Title=The Experiencing Face: Communicative and Felt Aspects of the Face During Kissing and Hugging Between Romantic Partn..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Julia Katila;<br />
|Title=The Experiencing Face: Communicative and Felt Aspects of the Face During Kissing and Hugging Between Romantic Partners<br />
|Tag(s)=EMCA; Face-to-face communication; Romantic couples; Touch; Affect<br />
|Key=Katila2023b<br />
|Year=2023<br />
|Language=English<br />
|Journal=Social Interaction: Video-Based Studies of Human Sociality<br />
|Volume=6<br />
|Number=3<br />
|URL=https://tidsskrift.dk/socialinteraction/article/view/143062<br />
|DOI=10.7146/si.v6i3.143062<br />
|Abstract=In this study, I uncover the moment-by-moment emergence of what I call an “experiencing face” during kisses and hugs between romantic partners. At such moments of intimate touch, the facial gestures often momentarily “shut down” to simply give way to experiencing the emotion and tactile “being-with another person” (M.H. Goodwin, 2017: 76). Focusing on the multisensoriality of the face during kisses and hugs, I reflect on some ways of face-on-communication—direct communication through faces touching. Previous EMCA studies have taken a communicative (see Ruusuvuori, 2013) approach to facial expressions. I add to the study of facial expressions by including a focus on the simultaneity of, and an interplay between, communicative and felt aspects of the face in interaction. Taking a phenomenological perspective on interaction studies based on Merleau-Ponty (1962), I approach facial postures from an intercorporeal framework (Meyer et al., 2017): facial postures are expressions of “living bodies” (Streeck, 2013) entailing felt and communicative features.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Heller2023&diff=31936Heller20232024-02-12T16:53:16Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Vivien Heller; Nora Schönfelder; Denise Robbins |Title=Displaying a Critical Stance: Eyebrow Contractions in Children’s Multimodal Op..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Vivien Heller; Nora Schönfelder; Denise Robbins<br />
|Title=Displaying a Critical Stance: Eyebrow Contractions in Children’s Multimodal Oppositional Actions<br />
|Tag(s)=EMCA; Facial expression; Eyebrow movement; Opposition; Critical stance; Affective stance<br />
|Key=Heller2023<br />
|Year=2024<br />
|Language=English<br />
|Journal=Social Interaction: Video-Based Studies of Human Sociality<br />
|Volume=6<br />
|Number=3<br />
|URL=https://tidsskrift.dk/socialinteraction/article/view/143027<br />
|DOI=10.7146/si.v6i3.143027<br />
|Abstract=This study examines eyebrow contractions within processes of argumentative decision-making in children’s interaction. Based on a collection of 23 instances, we examine this subtle resource in two oppositional actions: contradicting and putting something into question. We describe how eyebrow contractions are combined with other facial (e.g. nose wrinkling, squinting/opening the eyes, gaze aversion/confrontational gaze), bodily and verbal and prosodic resources to display a critical stance. The analysis demonstrates that the two oppositional actions are accomplished through distinct clusters of resources, which either mitigate or increase their confrontational import. Multimodal displays of critical stance thus vary from mildly critical to reproachful-critical and ironic-critical and contribute in different ways to the interactive trajectory of decision-making.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Dix2023&diff=31935Dix20232024-02-12T16:50:29Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Carolin Dix; Alexandra Groß; |Title=Surprise About News or Just Receiving Information? Moving and holding Both Eyebrows in Co-Present I..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Carolin Dix; Alexandra Groß;<br />
|Title=Surprise About News or Just Receiving Information? Moving and holding Both Eyebrows in Co-Present Interaction<br />
|Tag(s)=EMCA; Raising both eyebrows; Facial gestures; Change-of-state token; News receipts; News marking<br />
|Key=Dix2023<br />
|Year=2024<br />
|Language=English<br />
|Journal=Social Interaction: Video-Based Studies of Human Sociality<br />
|Volume=6<br />
|Number=3<br />
|URL=https://tidsskrift.dk/socialinteraction/article/view/142906<br />
|DOI=10.7146/si.v6i3.142906<br />
|Abstract=We focus on the conversational use of raising both eyebrows in response to a new occasion or information. Two fundamental patterns were found to come into play as frequent visual practices of change-of-state marking: the continuous moving of the eyebrows up and down and the holding of both eyebrows raised. The eyebrow move marks the receipt and unproblematic understanding of news, either as part of responses or as the recipient’s activity during turn production. In contrast, the eyebrow hold appears as an essential part of a salient visual news mark practice displaying surprise or astonishment. While the move is embedded in minimal and unobtrusive change-of-state practices allowing the interlocutors to move on, the hold treats the information received as worthy of further elaboration. However, verbal and embodied practices of news receipting and news marking may diverge in such a way that contradicting conversational demands are contextualised.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Clift2023a&diff=31934Clift2023a2024-02-12T16:47:30Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Rebecca Clift; Giovanni Rossi |Title=Speaker Eyebrow Raises in the Transition Space: Pursuing a Shared Understanding |Tag(s)=EMCA; Conve..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Rebecca Clift; Giovanni Rossi<br />
|Title=Speaker Eyebrow Raises in the Transition Space: Pursuing a Shared Understanding<br />
|Tag(s)=EMCA; Conversation; Facial expression; Eyebrows; Hold; Flash; Challenge; Allusion<br />
|Key=Clift2023a<br />
|Year=2024<br />
|Language=English<br />
|Journal=Social Interaction: Video-Based Studies of Human Sociality<br />
|Volume=6<br />
|Number=3<br />
|URL=https://tidsskrift.dk/socialinteraction/article/view/142897<br />
|DOI=10.7146/si.v6i3.142897<br />
|Abstract=In this article, we examine a distinctive multimodal phenomenon: a participant, gazing at a recipient, raising both eyebrows upon the completion of their own turn at talk – that is, in the transition space between turns at talk (Sacks, Schegloff and Jefferson, 1974). We find that speakers deploy eyebrow raises in two related but distinct practices. In the first, the eyebrows are raised and held as the speaker presses the recipient to respond to a disaffiliative action (e.g. a challenge); in the second, the eyebrows are raised and quickly released in a so-called eyebrow flash as the speaker invites a response to an affiliative action (e.g. a joke). The former practice is essentially combative, the latter collusive. Although the two practices differ in their durational properties and in the kinds of actions that they serve, they also have something in common: they invoke a shared knowledge or understanding between speaker and recipient.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Stolle2023&diff=31933Stolle20232024-02-12T16:45:14Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Sarah I. Stolle; Martin Pfeiffer |Title=Stand-Alone Facial Gestures as Other-Initiations of Repair |Tag(s)=EMCA; Facial gestures; Facial..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Sarah I. Stolle; Martin Pfeiffer<br />
|Title=Stand-Alone Facial Gestures as Other-Initiations of Repair<br />
|Tag(s)=EMCA; Facial gestures; Facial expressions; Other-initiation of repair; Preference for progressivity; Multimodality; Multimodal interaction<br />
|Key=Stolle2023<br />
|Year=2024<br />
|Language=English<br />
|Journal=Social Interaction: Video-Based Studies of Human Sociality<br />
|Volume=6<br />
|Number=3<br />
|URL=https://tidsskrift.dk/socialinteraction/article/view/142896<br />
|DOI=10.7146/si.v6i3.142896<br />
|Abstract=Based on video recordings of everyday German face-to-face interaction, we focus on how eyebrow furrows, eyebrow raising, eye widening, and freeze-look are used without co-occurring verbal repair initiations to indicate a problem in another participant’s turn. Unlike verbal initiations, facial other-initiations of repair only minimally disrupt the progressivity of interaction, since they can be used simultaneously with the emerging trouble-source turn and do not initiate a side sequence. Through their early positioning and their sequentially unobstructive character, facial other-initiations of repair systematically provide an occasion for the speaker of the repairable turn to carry out self-repair at the next transition-relevance place. Our findings point to the necessity of reconsidering traditional conceptualizations of the repair system in order to take bodily repair-initiating practices into account.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Wang2023&diff=31932Wang20232024-02-12T16:41:45Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Xiaoyun Wang; Xiaoting Li |Title=Teachers’ Eyebrow and Head Movements and Repeats as Other-Initiations of Repair in Second-Language Cl..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Xiaoyun Wang; Xiaoting Li<br />
|Title=Teachers’ Eyebrow and Head Movements and Repeats as Other-Initiations of Repair in Second-Language Classrooms<br />
|Tag(s)=EMCA; Other-initiation of repair; Eyebrow movement; Head movement; Chinese as a Second Language classroom interaction<br />
|Key=Wang2023<br />
|Year=2024<br />
|Language=English<br />
|Journal=Social Interaction: Video-Based Studies of Human Sociality<br />
|Volume=6<br />
|Number=3<br />
|URL=https://tidsskrift.dk/socialinteraction/article/view/142895<br />
|DOI=10.7146/si.v6i3.142895<br />
|Abstract=This study investigates how teachers use language and bodily-visual practices, and particularly facial gestures, to initiate repair of problems in students’ utterances in Chinese as a Second Language classroom interactions. We identify two multimodal practices used by teachers for other-initiation of repair. First, teachers use a “visual repair initiator” of eyebrow raises and head tilts to address apparent language errors in students’ utterances without specifying the trouble-source. Second, teachers use full or partial repeats with marked prosody and eyebrow raises to display problems with accepting a student’s response. We argue that the two practices are deployed to deal with different types of problems in students’ utterances.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Gross2023&diff=31931Gross20232024-02-12T16:01:35Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Alexandra Groß; Carolin Dix; Johanna Ruusuvuori; Anssi Peräkylä; |Title=Facial Gestures in Social Interaction: Introduction to the Sp..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Alexandra Groß; Carolin Dix; Johanna Ruusuvuori; Anssi Peräkylä;<br />
|Title=Facial Gestures in Social Interaction: Introduction to the Special Issue<br />
|Tag(s)=EMCA; Face-to-face communication; Facial gestures; Facial expressions; Multimodality; Multimodal conversation analysis<br />
|Key=Gross2023<br />
|Year=2024<br />
|Language=English<br />
|Journal=Social Interaction: Video-Based Studies of Human Sociality<br />
|Volume=6<br />
|Number=3<br />
|URL=https://tidsskrift.dk/socialinteraction/article/view/142894<br />
|DOI=10.7146/si.v6i3.142894<br />
|Abstract=Facial movements are one of humans' most salient embodied resources within social interaction. As facial gestures1 in the sense of "utterance uses of visible action" (Kendon, 2004: 1f), their functions are centered around building intersubjective understanding and affective alignment in co-present interaction, as well as around organizing talk and interaction.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Fleischhacker2024&diff=31925Fleischhacker20242024-02-08T14:44:04Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Melanie Fleischhacker; Eva-Maria Graf; |Title=A closer look into the ‘black box’ of coaching – linguistic research into the local..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Melanie Fleischhacker; Eva-Maria Graf;<br />
|Title=A closer look into the ‘black box’ of coaching – linguistic research into the local effectiveness of coaching with the help of conversation analysis<br />
|Tag(s)=EMCA; Linguistic coaching process research; Conversation analysis; Sequentiality; Local effectiveness; Client change; Questioning practices; In press<br />
|Key=Fleischhacker2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Coaching: An International Journal of Theory, Research and Practice<br />
|URL=https://www.tandfonline.com/doi/full/10.1080/17521882.2024.2312295<br />
|DOI=10.1080/17521882.2024.2312295<br />
|Abstract=This paper, located in the paradigm of Linguistic Coaching Process Research, theoretically introduces Conversation Analysis (CA) as a means to explore the ‘black box’ of coaching, i.e., the concrete conversation, and to address pressing research gaps in this field. CA, developed to describe, analyse, and understand practices and patterns of talk-in-interaction, presents a rigorous, systematic, and transparent qualitative method to document and research the sequentially organised conversational structure of coaching as well as the discursive practices of coach and client. The analytical power of CA lies in identifying change-inducing practices and in detailing how these contribute to the local effectiveness of coaching. A case in point are questioning practices, whose transformative power as local agents of change emerges in their sequential set-up as ‘coaches’ question – clients’ response – coaches’ reaction in third position’. In an exemplary analysis using CA, we illustrate the (un-)successful processing of questions in coaching. The two data extracts stem from the ongoing project Questioning Sequences in Coaching. While the paper aims to shed predominantly theoretical light on how to linguistically unpack the ‘black box’ of coaching, it also aims to sensitise practitioners to consider interventions, e.g., questions, as embedded in the locally transpiring, turn-by-turn interaction with their clients.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Hoey2023b&diff=31922Hoey2023b2024-02-07T15:26:49Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Elliott M. Hoey; |Title=Anticipatory initiations: The use of a presumed reason-for-the-interaction in face-to-face openings |Tag(s)=EMCA..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Elliott M. Hoey;<br />
|Title=Anticipatory initiations: The use of a presumed reason-for-the-interaction in face-to-face openings<br />
|Tag(s)=EMCA; Conversation analysis; Openings; Mobility; Temporality; Sequence organization<br />
|Key=Hoey2023b<br />
|Year=2023<br />
|Language=English<br />
|Journal=Journal of Pragmatics<br />
|Volume=209<br />
|Number=May 2023<br />
|Pages=41-55<br />
|URL=https://www.sciencedirect.com/science/article/pii/S0378216623000528<br />
|DOI=10.1016/j.pragma.2023.02.017<br />
|Abstract=For many social encounters, the reason-for-the-interaction is ordinarily produced by the party who makes contact with another. However, it is possible for the contacted party to act on that reason-for-the-interaction before it gets articulated. This article describes one such practice. When an interaction is incipiently underway, the contacted party, seeing the other person, may guess at their reason for making contact and thereby predict the likely shape that the nascent encounter will take. This provides for the usage of an anticipatory initiation: a turn that is positioned prior to and in anticipation of the recipient voicing their presumed reason-for-the-interaction. Conversation analysis of a small collection of anticipatory initiations (n=23) reveals two basic usages: those which align with and support the recipient's presumed project and those which disalign with it. Data are naturally occurring interactions in primarily institutional settings, in English and Spanish with English translation.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Wedelstaedt2024&diff=31920Wedelstaedt20242024-02-06T15:10:38Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Ulrich v. Wedelstaedt; |Title=‘The fragile science of bruising’ – Observations on intercorporeal connections between coaches and b..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Ulrich v. Wedelstaedt;<br />
|Title=‘The fragile science of bruising’ – Observations on intercorporeal connections between coaches and boxers before and during a fight<br />
|Tag(s)=EMCA; Sports; Boxing; Intercorporeality; Alignment; Video analysis; Ethnomethodology<br />
|Key=Wedelstaedt2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Sports Coaching Review<br />
|Volume=13<br />
|Number=1<br />
|Pages=13-36<br />
|URL=https://www.tandfonline.com/doi/full/10.1080/21640629.2023.2254130<br />
|DOI=10.1080/21640629.2023.2254130<br />
|Abstract=Though boxing is usually perceived as an individual sport, the merging of boxer and coach into a joint corporeality is essential for prevailing the fight. Using several video recordings (respective transcripts and drawings of video stills) taken during professional boxer’s training sessions, fight preparation, and actual fighting, I show how this connection is established over long-term training, renewed immediately before a fight, maintained during fighting, and (at times) lost. Deploying an ethnomethodological approach, I illustrate the coaches’ methods of engaging in an intercorporeal relation with their boxers. When connected properly, they fight together with the boxers’ performance enhanced by the coaches’ perception and skilful experience. However, coaches and boxers permanently oscillate between an intercorporeal connection and a laboriously established substitution of such. Thus, their endeavour remains delicate and the connection’s fragility is exposed, especially during fighting itself when it is – literally – hammered on by the opponent.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Camus2024&diff=31919Camus20242024-02-06T15:09:06Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Laurent Camus; |Title=The sequential and reflexive achievement of coach participation in the live TV broadcasting of football |Tag(s)=EM..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Laurent Camus;<br />
|Title=The sequential and reflexive achievement of coach participation in the live TV broadcasting of football<br />
|Tag(s)=EMCA; Coach participation; Sports broadcasting; Ethnomethodology; Conversation analysis; Perception and representation of coaching<br />
|Key=Camus2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Sports Coaching Review<br />
|Volume=13<br />
|Number=1<br />
|Pages=133-157<br />
|URL=https://www.tandfonline.com/doi/full/10.1080/21640629.2023.2269029<br />
|DOI=10.1080/21640629.2023.2269029<br />
|Abstract=This article draws on ethnomethodology and conversation analysis to explore the accountability of coach participation in-game – i.e. its observability, tellability, reportability – by scrutinising the interactional practices by which the coach, on the sideline, is perceived, filmed, and described by TV technicians and commentators. The contribution offers an empirical investigation of the local procedures, sequentially ordered, by which coach participation in the game is reflexively achieved. It adopts the perspective of TV control room members while broadcasting football matches to show how they produce real-time audiovisual and verbal accounts tailored to the emergence of the coaches’ embodied and verbal actions.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Yagi2024&diff=31918Yagi20242024-02-06T15:07:22Z<p>JakubMlynar: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Junichi Yagi; |Title=“Five” or “ten”: analysing a co-operative correction in Muay Thai coaching |Tag(s)=EMCA; Embodied instructi..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Junichi Yagi;<br />
|Title=“Five” or “ten”: analysing a co-operative correction in Muay Thai coaching<br />
|Tag(s)=EMCA; Embodied instruction; Error-correction; Opening; Co-operative action; Muay thai<br />
|Key=Yagi2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Sports Coaching Review<br />
|Volume=13<br />
|Number=1<br />
|Pages=107-132<br />
|URL=https://www.tandfonline.com/doi/full/10.1080/21640629.2023.2246776<br />
|DOI=10.1080/21640629.2023.2246776<br />
|Abstract=Error-correction in sport coaching consists of the following phases: (a) correction initiation, (b) error-identification, (c) solution proposal, and (d) practice resumption. Framed by multimodal conversation analysis, this article adopts a single-case analysis to examine an extended correction sequence in Muay Thai coaching. First, I illustrate the opening phase in which the participants negotiate the norms regarding the training procedure. I then examine how the normative organisation of correction and the coach’s use of the previously-reported interactional practices are both fitted to the local contingencies of the setting. Finally, I demonstrate how the indexicality of Coach’s correction can be remedied by members’ practical knowledge about Muay Thai. I discuss that members’ methods may have diversified in sedimented landscapes as instances of correction accumulate, refining the way in which Muay Thai practitioners teach embodied skills that constitute the work of their community.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Sanchez-Garcia2023&diff=31917Sanchez-Garcia20232024-02-06T15:04:48Z<p>JakubMlynar: JakubMlynar moved page Sanchez-Garcia2023 to Sanchez-Garcia2024</p>
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<div>#REDIRECT [[Sanchez-Garcia2024]]</div>JakubMlynarhttps://emcawiki.net/index.php?title=Sanchez-Garcia2024&diff=31916Sanchez-Garcia20242024-02-06T15:04:47Z<p>JakubMlynar: JakubMlynar moved page Sanchez-Garcia2023 to Sanchez-Garcia2024</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Raúl Sánchez‐García;<br />
|Title=Coaching parkour: the instructed concerted actions of negotiating expectancies<br />
|Tag(s)=EMCA; Parkour; Ethnomethods; Coaching; Expectancies; Instructed concerted actions<br />
|Key=Sanchez-Garcia2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Sports Coaching Review<br />
|Volume=13<br />
|Number=1<br />
|Pages=88-106<br />
|URL=https://www.tandfonline.com/doi/full/10.1080/21640629.2023.2270376<br />
|DOI=10.1080/21640629.2023.2270376<br />
|Abstract=This paper offers an ethnomethodological (EM) account of parkour coaching based on an eight-month participant observation conducted by the researcher in a parkour gym in Madrid (Spain). It addresses from a praxeological perspective the emotional dimension of parkour coaching: the tension balance between confidence and fear, expressed in the negotiation of expectancies upon athletes’ performances on each occasion. To do so, it provides a detailed EM analysis of the endogenous production of negotiating expectancies among members (coach and athletes) during parkour sessions. The coaching ethnomethods for negotiating expectancies constitute a social orderliness on each occasion. The negotiation of expectancies can lead to positive or negative breaching moments which demands the execution of some repair work to maintain the social orderliness of the parkour class. Such dynamic negotiation constitutes a key feature of the process along which parkour proficiency is achieved.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Sanchez-Garcia2024&diff=31915Sanchez-Garcia20242024-02-06T15:04:39Z<p>JakubMlynar: </p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Raúl Sánchez‐García;<br />
|Title=Coaching parkour: the instructed concerted actions of negotiating expectancies<br />
|Tag(s)=EMCA; Parkour; Ethnomethods; Coaching; Expectancies; Instructed concerted actions<br />
|Key=Sanchez-Garcia2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Sports Coaching Review<br />
|Volume=13<br />
|Number=1<br />
|Pages=88-106<br />
|URL=https://www.tandfonline.com/doi/full/10.1080/21640629.2023.2270376<br />
|DOI=10.1080/21640629.2023.2270376<br />
|Abstract=This paper offers an ethnomethodological (EM) account of parkour coaching based on an eight-month participant observation conducted by the researcher in a parkour gym in Madrid (Spain). It addresses from a praxeological perspective the emotional dimension of parkour coaching: the tension balance between confidence and fear, expressed in the negotiation of expectancies upon athletes’ performances on each occasion. To do so, it provides a detailed EM analysis of the endogenous production of negotiating expectancies among members (coach and athletes) during parkour sessions. The coaching ethnomethods for negotiating expectancies constitute a social orderliness on each occasion. The negotiation of expectancies can lead to positive or negative breaching moments which demands the execution of some repair work to maintain the social orderliness of the parkour class. Such dynamic negotiation constitutes a key feature of the process along which parkour proficiency is achieved.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Fele2024&diff=31913Fele20242024-02-06T15:03:51Z<p>JakubMlynar: JakubMlynar moved page Fele2023a to Fele2024</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Giolo Fele; Gian Marco Campagnolo;<br />
|Title=Seeing bad luck: player participation to tactical video analysis in amateur football<br />
|Tag(s)=EMCA; Tactical video analysis; Ethnomethodology; Coaching<br />
|Key=Fele2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Sports Coaching Review<br />
|Volume=13<br />
|Number=1<br />
|Pages=60-87<br />
|URL=https://www.tandfonline.com/doi/full/10.1080/21640629.2023.2275396<br />
|DOI=10.1080/21640629.2023.2275396<br />
|Abstract=This paper focuses on the skills involved in gaining insight from visual evidence in tactical video analysis. Using multimodal analysis of video recordings of tactical video analysis in a case from amateur football, our findings re-specify existing scholarship into video-based coaching by giving content to the idea of seeing as a scaffold for player engagement. We identify four methods in which participants use video data in interaction: the first involves using still images to give a label to the episode; the second is about making apparent what is seen on video through bodily re-enactment; the third entails zooming out from specific aspects of play to consider a larger spatial configuration while the fourth consists in considering the event within the extended temporal development of the action. Contrary to accounts of video-sessions whereby talk is dominated by the coach, the polyphony of voices and multiple ways of seeing captured by these methods concur to suggest a view of tactical video analysis as a complex social system of which the coach is but one member.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Fele2023a&diff=31914Fele2023a2024-02-06T15:03:51Z<p>JakubMlynar: JakubMlynar moved page Fele2023a to Fele2024</p>
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<div>#REDIRECT [[Fele2024]]</div>JakubMlynarhttps://emcawiki.net/index.php?title=Fele2024&diff=31912Fele20242024-02-06T15:03:41Z<p>JakubMlynar: </p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Giolo Fele; Gian Marco Campagnolo;<br />
|Title=Seeing bad luck: player participation to tactical video analysis in amateur football<br />
|Tag(s)=EMCA; Tactical video analysis; Ethnomethodology; Coaching<br />
|Key=Fele2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Sports Coaching Review<br />
|Volume=13<br />
|Number=1<br />
|Pages=60-87<br />
|URL=https://www.tandfonline.com/doi/full/10.1080/21640629.2023.2275396<br />
|DOI=10.1080/21640629.2023.2275396<br />
|Abstract=This paper focuses on the skills involved in gaining insight from visual evidence in tactical video analysis. Using multimodal analysis of video recordings of tactical video analysis in a case from amateur football, our findings re-specify existing scholarship into video-based coaching by giving content to the idea of seeing as a scaffold for player engagement. We identify four methods in which participants use video data in interaction: the first involves using still images to give a label to the episode; the second is about making apparent what is seen on video through bodily re-enactment; the third entails zooming out from specific aspects of play to consider a larger spatial configuration while the fourth consists in considering the event within the extended temporal development of the action. Contrary to accounts of video-sessions whereby talk is dominated by the coach, the polyphony of voices and multiple ways of seeing captured by these methods concur to suggest a view of tactical video analysis as a complex social system of which the coach is but one member.<br />
}}</div>JakubMlynarhttps://emcawiki.net/index.php?title=Corsby2024&diff=31910Corsby20242024-02-06T15:02:16Z<p>JakubMlynar: JakubMlynar moved page Corsby2023 to Corsby2024</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Charles L.T. Corsby<br />
|Title=Coaching practice as discovering performance: the wild contingencies of coaching<br />
|Tag(s)=EMCA; Coaching; Discovery; Discovery practices; Ethnomethodology; Instruction<br />
|Key=Corsby2024<br />
|Year=2024<br />
|Language=English<br />
|Journal=Sports Coaching Review<br />
|Volume=13<br />
|Number=1<br />
|Pages=37-59<br />
|URL=https://www.tandfonline.com/doi/full/10.1080/21640629.2023.2275394<br />
|DOI=10.1080/21640629.2023.2275394<br />
|Abstract=While an enduring concern within coaching research has been to duly appreciate the importance of context, the tendency has been to treat context merely as a resource for analysis, rather than as irredeemably tied to situated practices of members. It is from this latter ethnomethodological position this study respecifies discovery work in coaching as an ordinary organisational achievement of coaches. To detail the artful practices of coaches’ discovery work, the study draws upon a corpus of approximately 20-hours of audio-visual recordings of football training sessions and match-day footage, combined with first-person embodied accounts of coaching. The examples comprise creating joint attention, accelerations of established problems, improving discovery, and silence in discovery. In this sense, rather than treat coaching as an imposed system, discovery work remains an ordinarily structured yet locally emergent and on-going procedure that coaches use to collaboratively establish a shared perception of the athletes’ performance and development.<br />
}}</div>JakubMlynar