https://emcawiki.net/api.php?urlversion=1&days=7&limit=50&action=feedrecentchanges&feedformat=atomemcawiki - Recent changes [en]2024-03-29T13:00:43ZTrack the most recent changes to the wiki in this feed.MediaWiki 1.31.1https://emcawiki.net/index.php?title=IDS_Fellowships_2024&diff=32071&oldid=0IDS Fellowships 20242024-03-29T11:47:22Z<p>Created page with "{{Announcement |Announcement Type=Job |Full title=IDS Fellowships 2024 |Short title=Mannheim Fellowships |Short summary=The Leibniz-Institute for the German Language and Heide..."</p>
<p><b>New page</b></p><div>{{Announcement<br />
|Announcement Type=Job<br />
|Full title=IDS Fellowships 2024<br />
|Short title=Mannheim Fellowships<br />
|Short summary=The Leibniz-Institute for the German Language and Heidelberg University offer two fellowships for researchers in the areas of IL, CA and Multimodal Interaction Analysis. Each fellowship includes a 3-month stay at either or both institutions. Deadline April 26, 2024<br />
|Announcement text=The Leibniz-Institute for the German Language (IDS Mannheim) and Heidelberg University offer two fellowships for researchers in the areas of Interactional Linguistics, Conversation Analysis and Multimodal Interaction Analysis. Each fellowship includes a three months stay at one or both of the two institutions.<br />
<br />
Fellowships cover the travel expenses for an outward journey from the fellow’s home to Mannheim or Heidelberg and the return journey, three months of accommodation at the university guesthouse, a private workspace at one of the institutions, and access to the digital services of the host institution. It does not include a salary or an honorarium. We invite applications from researchers at all career stages (pre-doc, post-doc, senior). The fellowships are available to researchers who are not currently based in Germany. During their research stay, applicants are expected to work on a scientific project of their own related to the areas stated above. The project does not have to be designed specifically for the research stay. Applicants are expected to engage in scholarly exchange with researchers from the IDS and/or Heidelberg University who are working in the fellow’s fields of study, to participate in data sessions, and to give at least one lecture on their own research during their stay.<br />
<br />
Research stays in Mannheim/Heidelberg will be possible in the timeframe between May 2024 and May 2025 upon individual appointment with the hosts.<br />
<br />
Applications include (as pdf-files):<br />
• a CV including list of publications<br />
• a project proposal (max. two pages)<br />
• a motivation letter explaining why a research stay at the IDS Mannheim/Heidelberg University is expected to benefit the fellow’s scientific/professional advancement.<br />
<br />
The deadline for applications is April 26, 2024.<br />
<br />
Applications are to be addressed via email to:<br />
Prof. Dr. Arnulf Deppermann, IDS Mannheim (deppermann@ids-mannheim.de)<br />
Prof. Dr. Elwys De Stefani, Heidelberg University (elwys.destefani@rose.uni-heidelberg.de)<br />
|Year=2024<br />
|Categories (tags)=Jobs<br />
|From date=2024/05/01<br />
|To date=2025/05/01<br />
|Submission deadline=2024/04/26<br />
}}</div>ElliottHoeyhttps://emcawiki.net/index.php?title=Marmorstein2023a&diff=32070&oldid=0Marmorstein2023a2024-03-28T19:38:27Z<p>Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Michal Marmorstein; Beatrice Szczepek Reed; |Title=Newsmarks as an interactional resource for indexing remarkability: a qualitative anal..."</p>
<p><b>New page</b></p><div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Michal Marmorstein; Beatrice Szczepek Reed;<br />
|Title=Newsmarks as an interactional resource for indexing remarkability: a qualitative analysis of Arabic waḷḷāhi and English really<br />
|Tag(s)=EMCA; newsmarks; Arabic<br />
|Key=Marmorstein2023a<br />
|Year=2023<br />
|Language=English<br />
|Journal=Contrastive Pragmatics<br />
|Volume=41<br />
|Number=1<br />
|Pages=Pages (from-to)1-37<br />
|URL=https://brill.com/view/journals/jocp/aop/article-10.1163-26660393-bja10091/article-10.1163-26660393-bja10091.xml?language=en<br />
|DOI=doi:10.1163/26660393-bja10091<br />
|Abstract=This paper presents a study of Arabic waḷḷāhi (lit. ‘by God’) and English really when they are used interactionally as newsmarks. The literature has claimed that the role of newsmarks in conversation is to treat prior talk as news, to open up a slot for further talk, to express doubt or disbelief, and to implement requests for confirmation. A close analysis of waḷḷāhi and really shows that they do not necessarily follow the patterns described by previous research. Instead, the data suggest that newsmarks primarily contribute to the construction of prior talk as remarkable, that is, tellable and noteworthy; and that some previously described functions are epiphenomenal of this more basic property. The data are recordings of naturally occurring everyday conversations in British English and Egyptian Arabic, with English translations.<br />
}}</div>BeatriceSzczepekReedhttps://emcawiki.net/index.php?title=SzczepekReed2020&diff=32069&oldid=26776SzczepekReed20202024-03-28T19:31:09Z<p></p>
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</table>BeatriceSzczepekReedhttps://emcawiki.net/index.php?title=SzczepekReed2021&diff=32068&oldid=0SzczepekReed20212024-03-28T19:29:02Z<p>Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Beatrice Szczepek Reed; |Title=Singing and the body: Body-focused and concept-focused vocal instruction |Tag(s)=EMCA; |Key=SzczepekReed2..."</p>
<p><b>New page</b></p><div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Beatrice Szczepek Reed;<br />
|Title=Singing and the body: Body-focused and concept-focused vocal instruction<br />
|Tag(s)=EMCA;<br />
|Key=SzczepekReed2021<br />
|Year=2021<br />
|Language=English<br />
|Journal=Linguistics Vanguard<br />
|Volume=7<br />
|Number=s4<br />
|Pages=1-12<br />
|URL=https://www.degruyter.com/document/doi/10.1515/lingvan-2020-0071/html<br />
|DOI=doi.org/10.1515/lingvan-2020-0071<br />
|Abstract=The body is the singer’s musical instrument, and therefore it is impossible to teach singing without the instructor involving their own and the learner’s body in the process of instruction. The teacher’s challenge is to communicate physical skills but also artistic, musical and vocal concepts. The body is centrally involved in the performance of both; however, an analysis of vocal instruction shows that teachers differentiate between learning goals, or ‘learnables’, which they treat as primarily embodied (body-focused instruction) and learnables they treat as primarily conceptualised (concept-focused instruction). When teaching learnables as embodied skills, instructors foreground the body. They do so by referring to the body explicitly and using their own body for demonstrations. They also depict internal physical processes, manipulate the student’s body through touch, share the student’s embodied stance, make use of physical objects as tools for practicing skills and orient to the student’s body as visually assessable. In concept-focused instruction, teachers foreground mental engagement with concepts rather than the embodied aspects of their execution, even though embodied skills are required to perform the learnables in question. They do so by referencing concepts explicitly, demonstrating how the piece should be sung and physically depicting emotional states and musical concepts.<br />
}}</div>BeatriceSzczepekReedhttps://emcawiki.net/index.php?title=Okazawa2024&diff=32067&oldid=0Okazawa20242024-03-28T09:43:35Z<p>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>
<p><b>New page</b></p><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=32066&oldid=0Akiya20242024-03-26T14:39:34Z<p>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>
<p><b>New page</b></p><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=32065&oldid=0Janssens20242024-03-23T21:10:03Z<p>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>
<p><b>New page</b></p><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=32064&oldid=0Jakonen2024a2024-03-23T21:08:13Z<p>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>
<p><b>New page</b></p><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>JakubMlynar