assignment - sskkii.gu.se · title: microsoft powerpoint - assignment author: mikael jensen created...

Activity Based Activity Based Communication AnalysisCommunication Analysis

Communication Activity OrganizationCommunication Activity Organization

Ulrika FermUlrika FermSLP, PhDSLP, PhD

SSKKII and DART Centre for AAC and ATSSKKII and DART Centre for AAC and AT

Ferm Assignment CAO 2008

Today and Thursday (2/10)Today and Thursday (2/10)

Activity based communication analysis Activity based communication analysis –– short repetitionshort repetitionGothenburg spoken language corpus Gothenburg spoken language corpus (GSLC)(GSLC)Assignment Assignment -- work in groupswork in groups


Humans are social beingsHumans are social beings

and the human need for social and the human need for social coordination is confirmed by the way we coordination is confirmed by the way we organize ourselves into activities and in organize ourselves into activities and in how we employ language to manage such how we employ language to manage such social organizationsocial organization


Different types of activitiesDifferent types of activities

stimulate and restrict communication in stimulate and restrict communication in different ways and differ regarding the role different ways and differ regarding the role communication plays; if communication is communication plays; if communication is a primary goal or not, what can be talked a primary goal or not, what can be talked about and howabout and how


Activity based communication Activity based communication analysis (analysis (AllwoodAllwood))

A framework developed and used for analysis of A framework developed and used for analysis of communication in relation to activity communication in relation to activity

supports use of real interaction data and allows supports use of real interaction data and allows consideration to be taken to all parts of context that consideration to be taken to all parts of context that are relevant in the study of interactionare relevant in the study of interaction

Point of departure: A comprehensive Point of departure: A comprehensive understanding of communication involves understanding of communication involves specification and understanding of the factors specification and understanding of the factors that influence itthat influence it


Collective determining factorsCollective determining factors

are often conventionalized in relation to a specific are often conventionalized in relation to a specific activity type and concern all participants; they represent activity type and concern all participants; they represent history and the participantshistory and the participants’’ points of departure for points of departure for interactioninteraction

main goal of the activitymain goal of the activity (the identity of the activity, the (the identity of the activity, the main reasons for its pursuit) andmain reasons for its pursuit) and subsub--goalsgoalsgeneral general rolerole configurations (rights & obligations)configurations (rights & obligations)common common proceduresprocedures and and structuresstructuresartifactsartifacts (instruments and objects)(instruments and objects)environmental factorsenvironmental factors -- social, cultural, physical and social, cultural, physical and psychological circumstancespsychological circumstances

Determining Determining –– influencing influencing –– background factorsbackground factors


Individual determining factorsIndividual determining factors

represent what is brought into the activity by represent what is brought into the activity by each participant and include (but are not limited each participant and include (but are not limited to) to) background knowledgebackground knowledge and and experiencesexperiences, , valuesvalues and and attitudesattitudes, , communicativecommunicative and and physical capabilitiesphysical capabilities that in different ways that in different ways determine and specify participantsdetermine and specify participants’’communication goals and rolescommunication goals and roles


Determined linguistic factorsDetermined linguistic factors

With regard to both With regard to both comprehension and comprehension and productionproduction, different activities influence , different activities influence communication in different ways, for example, communication in different ways, for example, concerning concerning general and specific vocabularygeneral and specific vocabulary, , communicative contentcommunicative content, , grammargrammar, , phonologyphonology, , types and sequences of types and sequences of communicative actionscommunicative actions, , turn takingturn taking, and , and feedbackfeedback..


Why is this relevant?Why is this relevant?

Insight and improvement of communication in activity and Insight and improvement of communication in activity and organizationorganizationUnderstanding and solving work related problemsUnderstanding and solving work related problemsUnderstanding the prerequisites for communication for personsUnderstanding the prerequisites for communication for persons

using a second languageusing a second languagewith communication difficulties with communication difficulties

Development of dialog systemsDevelopment of dialog systemsDevelopment of communication aids Development of communication aids

And much more And much more …… the world is full of activities and people who the world is full of activities and people who communicate in oral, bodily and written moodscommunicate in oral, bodily and written moods


Gothenburg Spoken Language Corpus Gothenburg Spoken Language Corpus GSLCGSLC

A corpus of spoken language A corpus of spoken language –– 371 recordings 371 recordings from 28 different social activitiesfrom 28 different social activities

www.ling.gu.se/projekt/tal/index.cgi?PAGEwww.ling.gu.se/projekt/tal/index.cgi?PAGE=3=3


Assignment Assignment –– The auction activity The auction activity

Purpose: To reflect about the relation between activity Purpose: To reflect about the relation between activity and communication using real dataand communication using real data

Work in groups of 3Work in groups of 3--5 persons5 personsUse transcript, coding schemes, pen and paper as well Use transcript, coding schemes, pen and paper as well as your own knowledge and intuition as your own knowledge and intuition Analyze the auction activity Analyze the auction activity

contextual background factorscontextual background factorslinguistic factors linguistic factors –– interaction patterns and wordsinteraction patterns and words

Short oral presentations/discussions Short oral presentations/discussions OctoberOctober 22


Understanding the transcriptUnderstanding the transcript

Pages 1Pages 1--3 include information about the (total) transcript3 include information about the (total) transcriptPages 4Pages 4--6 include the sections you should work with 6 include the sections you should work with $A: = speaker$A: = speaker<1 this section is commented >1<1 this section is commented >1@ = comment line (where you find the comments)@ = comment line (where you find the comments)PausesPauses

/ = short pause, / = short pause, ““looking for the right wordlooking for the right word””// = longer pause, // = longer pause, ““a short moment of reflectiona short moment of reflection””/// = very long pause, /// = very long pause, ““the floor is almost left freethe floor is almost left free””

[ overlap, simultaneous speech ][ overlap, simultaneous speech ]CAPITALS = emphatic or contrastive stressCAPITALS = emphatic or contrastive stress

assignment - sskkii.gu.se · title: microsoft powerpoint - assignment author: mikael jensen created...

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