Greer2022a
| Greer2022a | |
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| BibType | INCOLLECTION |
| Key | Greer2022a |
| Author(s) | Tim Greer |
| Title | Dealing with Disaligned and Misaligned Recipiency: Storytelling in Homestay Contexts |
| Editor(s) | Anna Filipi, Binh Thanh Ta, Maryanne Theobald |
| Tag(s) | EMCA, Storytelling, Homestay |
| Publisher | Springer |
| Year | 2022 |
| Language | English |
| City | Singapore |
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| Pages | 343-374 |
| URL | Link |
| DOI | 10.1007/978-981-16-9955-9_18 |
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| Book title | Storytelling Practices in Home and Educational Contexts: Perspectives from Conversation Analysis |
| Chapter | |
Abstract
Storytellings are often adapted extemporaneously according to their audience’s reactions. This chapter examines recipient uptake in a corpus of dinnertime narratives collected in homestay contexts where the guest is a novice speaker of English. Aligning responses represent the preferred form of uptake and enable the teller to continue without delay, but disaligned and misaligned responses may cause the teller to postpone or repair a telling-in-progress to re-establish optimal listenership. Disaligned responses are designedly unfitted to the speaker’s just-prior turn, whereas misaligned responses do not display any recognition that the response is ill-fitted to the action formation. Disaligned uptake can, for example, constitute a teasing or joking stance and may be followed with laughter or a knowing nod that treats it that way, while a misaligned response can lead the teller to reformulate the talk-in-progress. Within the context of this investigation, misaligned turns from the homestay visitor (an L2 speaker of English) are treated by the family as evidence of limited interactional competence, and, by addressing the guest’s misaligned stance, they offer opportunities for second language learning “in the wild” (Hellermann, J., Eskildsen, S. W., Pekarek Doehler, S., & Piirainen-Marsh, A. (Eds.), (2019). Conversation analytic research on learning-in-action: The complex ecology of second language interaction ‘in the wild’. Springer.). The study therefore provides insight into how speakers adapt their turns in situ to both the stances and the proficiencies of those around them and how they pre-emptively deal with possible reference or understanding problems through the practices of recipient design.
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