Difference between revisions of "Deppermann2015d"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Arnulf Deppermann; | + | |Author(s)=Arnulf Deppermann; |
| − | |Title=When recipient design fails: Egocentric turn-design of instructions in | + | |Title=When recipient design fails: Egocentric turn-design of instructions in driving school lessons leading to breakdowns of intersubjectivity |
| − | driving school lessons leading to breakdowns of intersubjectivity | ||
|Tag(s)=EMCA; Recipient Design; Turn Design; Intersubjectivity; German; Driving; Requests; Misunderstanding | |Tag(s)=EMCA; Recipient Design; Turn Design; Intersubjectivity; German; Driving; Requests; Misunderstanding | ||
|Key=Deppermann2015d | |Key=Deppermann2015d | ||
| Line 11: | Line 10: | ||
|Pages=63-101 | |Pages=63-101 | ||
|URL=http://www.gespraechsforschung-ozs.de/fileadmin/dateien/heft2015/ga-deppermann.pdf | |URL=http://www.gespraechsforschung-ozs.de/fileadmin/dateien/heft2015/ga-deppermann.pdf | ||
| − | |Abstract=Recipient design is a key constituent of intersubjectivity in interaction. Recipient | + | |Abstract=Recipient design is a key constituent of intersubjectivity in interaction. Recipient design of turns is informed by prior knowledge about and shared experience with recipients. Designing turns in order to be maximally effective for the particular recipient(s) is crucial for accomplishing intersubjectively coordinated action. This paper reports on a specific pragmatic structure of recipient design, i.e. counterfactual recipient design, and how it impinges on intersubjectivity in interaction. Based on an analysis of video-recordings data from driving school lessons in German, two kinds of counterfactual recipient design of instructors' requests are distinguished: pedagogic and egocentric turn-design. Counterfactual, pedagogic turn-design is used strategically to diagnose student skills and to create opportunities for corrective instructions. Egocentric turn-design rests on private, nonshared knowledge of the instructor. Egocentrically designed turns imply expectations of how to comply with requests which cannot be recovered by the student and which lead to a breakdown of intersubjective cooperation. This paper identifies practices, sources and interactional consequences of these two kinds of counterfactual recipient design. In addition, the study enhances our understanding of recipient design in at least three ways. It shows that recipient design does not only concern referential and descriptive practices, but also the indexing intelligible projections of next actions; it highlights the productive, other-positioning effects of recipient design; it argues that recipient design should be analyzed in terms of temporally extended interactional trajectories, linking turn-constructional practices to interactional histories and consecutive trajectories of joint action. |
| − | design of turns is informed by prior knowledge about and shared experience with | ||
| − | recipients. Designing turns in order to be maximally effective for the particular | ||
| − | recipient(s) is crucial for accomplishing intersubjectively coordinated action. This | ||
| − | paper reports on a specific pragmatic structure of recipient design, i.e. counterfactual | ||
| − | recipient design, and how it impinges on intersubjectivity in interaction. | ||
| − | Based on an analysis of video-recordings data from driving school lessons in | ||
| − | German, two kinds of counterfactual recipient design of instructors' requests are | ||
| − | distinguished: pedagogic and egocentric turn-design. Counterfactual, pedagogic | ||
| − | turn-design is used strategically to diagnose student skills and to create opportunities | ||
| − | for corrective instructions. Egocentric turn-design rests on private, nonshared | ||
| − | knowledge of the instructor. Egocentrically designed turns imply expectations | ||
| − | of how to comply with requests which cannot be recovered by the student | ||
| − | and which lead to a breakdown of intersubjective cooperation. This paper identifies | ||
| − | practices, sources and interactional consequences of these two kinds of counterfactual | ||
| − | recipient design. In addition, the study enhances our understanding of | ||
| − | recipient design in at least three ways. It shows that recipient design does not only | ||
| − | concern referential and descriptive practices, but also the indexing intelligible | ||
| − | projections of next actions; it highlights the productive, other-positioning effects | ||
| − | of recipient design; it argues that recipient design should be analyzed in terms of | ||
| − | temporally extended interactional trajectories, linking turn-constructional practices | ||
| − | to interactional histories and consecutive trajectories of joint action. | ||
}} | }} | ||
Revision as of 01:25, 4 November 2018
| Deppermann2015d | |
|---|---|
| BibType | ARTICLE |
| Key | Deppermann2015d |
| Author(s) | Arnulf Deppermann |
| Title | When recipient design fails: Egocentric turn-design of instructions in driving school lessons leading to breakdowns of intersubjectivity |
| Editor(s) | |
| Tag(s) | EMCA, Recipient Design, Turn Design, Intersubjectivity, German, Driving, Requests, Misunderstanding |
| Publisher | |
| Year | 2015 |
| Language | |
| City | |
| Month | |
| Journal | Gesprächsforschung - Online-Zeitschrift zur verbalen Interaktion |
| Volume | 16 |
| Number | |
| Pages | 63-101 |
| URL | Link |
| DOI | |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Recipient design is a key constituent of intersubjectivity in interaction. Recipient design of turns is informed by prior knowledge about and shared experience with recipients. Designing turns in order to be maximally effective for the particular recipient(s) is crucial for accomplishing intersubjectively coordinated action. This paper reports on a specific pragmatic structure of recipient design, i.e. counterfactual recipient design, and how it impinges on intersubjectivity in interaction. Based on an analysis of video-recordings data from driving school lessons in German, two kinds of counterfactual recipient design of instructors' requests are distinguished: pedagogic and egocentric turn-design. Counterfactual, pedagogic turn-design is used strategically to diagnose student skills and to create opportunities for corrective instructions. Egocentric turn-design rests on private, nonshared knowledge of the instructor. Egocentrically designed turns imply expectations of how to comply with requests which cannot be recovered by the student and which lead to a breakdown of intersubjective cooperation. This paper identifies practices, sources and interactional consequences of these two kinds of counterfactual recipient design. In addition, the study enhances our understanding of recipient design in at least three ways. It shows that recipient design does not only concern referential and descriptive practices, but also the indexing intelligible projections of next actions; it highlights the productive, other-positioning effects of recipient design; it argues that recipient design should be analyzed in terms of temporally extended interactional trajectories, linking turn-constructional practices to interactional histories and consecutive trajectories of joint action.
Notes
