CONVERSATION ANALYSIS CONVERSATION ANALYSIS (i)(i)

PRELIMINARY ISSUESPRELIMINARY ISSUES

WHAT IS CONVERSATION?WHAT IS CONVERSATION?

ConversationConversation as a discourse type has been as a discourse type has been defined by Cook (1989) in the following defined by Cook (1989) in the following way:way:

• It is not primarily necessitated by a It is not primarily necessitated by a practical task.practical task.

• Any unequal power of participants is Any unequal power of participants is partially suspended.partially suspended.

• The number of participants is small.The number of participants is small.• Turns are quite short.Turns are quite short.• Talk is primarily for the participants and not Talk is primarily for the participants and not

for an outside audience.for an outside audience.

WHAT IS CONVERSATION WHAT IS CONVERSATION ANALYSIS?ANALYSIS?

• CA is the study of CA is the study of recorded, naturally occurring talk-in-interactionrecorded, naturally occurring talk-in-interaction. . • CA is only marginally interested in language as such, but first and CA is only marginally interested in language as such, but first and

foremost in language as a practical foremost in language as a practical social accomplishmentsocial accomplishment. . • Its object of study is Its object of study is the interactional organization of social the interactional organization of social

activities.activities. • CA aims at discovering how participants understand and respond CA aims at discovering how participants understand and respond

to one another in their turns at talk, with a central focus on how to one another in their turns at talk, with a central focus on how sequencessequences of actions are generated. Throughout the course of a of actions are generated. Throughout the course of a conversation or talk-in-interaction, speakers display in the ‘next’ conversation or talk-in-interaction, speakers display in the ‘next’ turns an understanding of what the ‘prior’ turn was about. That turns an understanding of what the ‘prior’ turn was about. That understanding may turn out to be what the prior speaker understanding may turn out to be what the prior speaker intended, or not. This is described as intended, or not. This is described as next-turn proof procedurenext-turn proof procedure and it is the most basic tool used in CA to ensure that analyses and it is the most basic tool used in CA to ensure that analyses explicate the way in which the participants themselves orient to explicate the way in which the participants themselves orient to talk, not based on the assumptions of the analyst.talk, not based on the assumptions of the analyst.

TASKTASK

Look at the following interaction and comment onLook at the following interaction and comment onhow participants display their understanding ofhow participants display their understanding ofwhat is going on.what is going on.1.Mother: 1.Mother: Do you know who’s going to that Do you know who’s going to that

meeting?meeting?2. Rus: 2. Rus: Who?Who?3. Mother: 3. Mother: I don’t know!I don’t know!4. R: 4. R: Oh, probably Mr. Murphy and Dad Oh, probably Mr. Murphy and Dad

said said Mrs. Timpte an’ some of the teachers.Mrs. Timpte an’ some of the teachers.

Basic notions:Basic notions:1. Turn-taking mechanism1. Turn-taking mechanism

The starting point is the observation that The starting point is the observation that conversation involves turn-taking and that conversation involves turn-taking and that the end of one speaker’s turn and the the end of one speaker’s turn and the beginning of the next latch on to each beginning of the next latch on to each other with almost perfect precision. other with almost perfect precision. Overlap of turns (when two or more Overlap of turns (when two or more participants talk at the same time) occurs participants talk at the same time) occurs in about 5% of cases and this suggests that in about 5% of cases and this suggests that speakers know how, when and where to speakers know how, when and where to enter. They signal that one turn has come enter. They signal that one turn has come to an end and another should begin.to an end and another should begin.

COMPONENTS OF TURN-COMPONENTS OF TURN-TAKINGTAKING

1. turn construction units1. turn construction unitsTurns at talk can be seen as constructed out of Turns at talk can be seen as constructed out of units which broadly correspond to linguistic units which broadly correspond to linguistic categories such as sentences, clauses, single categories such as sentences, clauses, single words (e.g., ‘Hey!’, ‘What ?’) or phrases.words (e.g., ‘Hey!’, ‘What ?’) or phrases.

• Features of turn-construction units:Features of turn-construction units:A.A. projectabilityprojectability – it is possible for participants to – it is possible for participants to

project, in the course of a turn-construction project, in the course of a turn-construction unit, what sort of unit it is and at what point it is unit, what sort of unit it is and at what point it is likely to end.likely to end.

B.B. Transition relevance placeTransition relevance place – at the end of – at the end of each unit there is the possibility for legitimate each unit there is the possibility for legitimate transition between speakers.transition between speakers.

COMPONENTS OF TURN-COMPONENTS OF TURN-TAKINGTAKING

2. Turn distribution2. Turn distribution

(e.g. who dominates the conversation in (e.g. who dominates the conversation in terms of number of turns taken, length of terms of number of turns taken, length of turns)turns)

• There is no strict limit to turn size, given There is no strict limit to turn size, given the extendable nature of syntactic turn-the extendable nature of syntactic turn-constructional units;constructional units;

• There is no exclusion of parties;There is no exclusion of parties;

• The number of parties can changeThe number of parties can change

TURN-TAKING RULESTURN-TAKING RULES

• a) if C (current speaker) selects N (next a) if C (current speaker) selects N (next speaker) in current turn, then C must stop speaker) in current turn, then C must stop speaking, and N must speak next.speaking, and N must speak next.

• b) if C does not select N, then any other b) if C does not select N, then any other party self-selects, first speaker gaining party self-selects, first speaker gaining rights to the next turnrights to the next turn

• C) if C has not selected N, and no other C) if C has not selected N, and no other party self-selects, then C may (but need party self-selects, then C may (but need not) continue.not) continue.

OVERLAPPING RULESOVERLAPPING RULES

Where, despite the rules, overlapping talk occurs, Where, despite the rules, overlapping talk occurs, studies revealed the operation of a system:studies revealed the operation of a system:

• one speaker drops out rapidlyone speaker drops out rapidly• as soon as one speaker thus ‘gets into the clear’, as soon as one speaker thus ‘gets into the clear’,

he typically recycles precisely the part of the turn he typically recycles precisely the part of the turn obscured by the overlap.obscured by the overlap.

• If one speaker does not immediately drop out, If one speaker does not immediately drop out, there is available a competitive allocation system, there is available a competitive allocation system, whereby the speaker who ‘upgrades’ most, wins whereby the speaker who ‘upgrades’ most, wins the floor. (the floor. (uppgradinguppgrading = increased amplitutde, = increased amplitutde, slowing tempo, lengthened vowels, etc.)slowing tempo, lengthened vowels, etc.)

TASKTASK

How do you explain the overlap in the How do you explain the overlap in the following example?following example?

1. Rose:1. Rose: Why don’t you come and Why don’t you come and see me see me some/timessome/times

2. Bea:2. Bea: / I would like to/ I would like to

3. Rose:3. Rose: I would like you toI would like you to

BASIC TURN TYPESBASIC TURN TYPES

• Adjacency pairsAdjacency pairsOne of the most noticeable things about One of the most noticeable things about conversation is that certain classes of conversation is that certain classes of utterances conventionally come in pairs.utterances conventionally come in pairs.

Example:Example:• Question/answerQuestion/answer• Greeting/greetingGreeting/greeting• Invitation/acceptance(declination)Invitation/acceptance(declination)• Offer/acceptance (refusal)Offer/acceptance (refusal)

INSERTION SEQUENCESINSERTION SEQUENCES(Pre-sequences)(Pre-sequences)

These sequences are called adjacency pairs because, These sequences are called adjacency pairs because, ideally, the two parts should be produced next to each ideally, the two parts should be produced next to each other. The point is that some classes of utterances are other. The point is that some classes of utterances are conventionally paired such that, on the production of a conventionally paired such that, on the production of a first pair part, the second becomes first pair part, the second becomes relevantrelevant and remains and remains so, even if it is not produced in the next turn. The next so, even if it is not produced in the next turn. The next turn in an adjacency pair ‘sequence’ is a relevant second turn in an adjacency pair ‘sequence’ is a relevant second pair part. But that need not be the next turn in the series pair part. But that need not be the next turn in the series of turns making up some particular conversation.of turns making up some particular conversation.

• Example: (Levinson1983)Example: (Levinson1983) A:A: Can I have a bottle of Mich?Can I have a bottle of Mich? Q1Q1 B:B: Are you over twenty-one?Are you over twenty-one? Ins 1Ins 1 A:A: No.No. Ins.2Ins.2 B:B: No.No. A1A1

SIDE SEQUENCESSIDE SEQUENCES

• = insertion sequences where the topic is different = insertion sequences where the topic is different from that of the main sequence:from that of the main sequence:

E.g:E.g:Father (on the phone to university:Father (on the phone to university:

So i think i’ll be in tomorrow, when P is a little So i think i’ll be in tomorrow, when P is a little better. And if you could tell the better. And if you could tell the ethics ethics committee…HEY STOP THAT RIGHT AWAYcommittee…HEY STOP THAT RIGHT AWAY

Secretary: You want me to stop WHAT?Secretary: You want me to stop WHAT?F:F: Sorry. I was talking to the cat. Hold onSorry. I was talking to the cat. Hold onSS (5)(5)F:F: The damn cat was fixing to sit on the baby’s The damn cat was fixing to sit on the baby’s

face.face.

NOTICEABLE ABSENCENOTICEABLE ABSENCE

The absence of a second pair part is most often treatedThe absence of a second pair part is most often treatedparticipants as a participants as a noticeable absencenoticeable absence, and the , and the

speaker ofspeaker ofthe first part may infer a reason for the absence.the first part may infer a reason for the absence.• ExampleExample in a question/answer sequence: in a question/answer sequence:

Child:Child: Have to cut these Mummy. Have to cut these Mummy. (1.3)(1.3)

Child:Child: Won’t we Mummy.Won’t we Mummy.(1.5)(1.5)

Child:Child: Won’t we.Won’t we.Mother: YesMother: Yes

PREFERENCE ORGANIZATION PREFERENCE ORGANIZATION OF ADJACENCY PAIRSOF ADJACENCY PAIRS

An inferential aspect of adjacency pairs An inferential aspect of adjacency pairs stems from the fact that certain first pair stems from the fact that certain first pair parts make alternative actions relevant parts make alternative actions relevant in second position. In some adjacency in second position. In some adjacency pairs there is a choice of two likely pairs there is a choice of two likely responses, of which one is termed responses, of which one is termed preferred responsepreferred response (because it occurs (because it occurs more frequently), and the other more frequently), and the other dispreferreddispreferred (because it is less (because it is less common).common).

PREFERENCE PREFERENCE ORGANIZATIONORGANIZATION

1. Offer1. Offer A: Like a lift?A: Like a lift?-acceptance (preferred)-acceptance (preferred) B: You saved my life.B: You saved my life.-refusal (dispreferred)-refusal (dispreferred) B: Thanks, but I’m B: Thanks, but I’m

waiting for my waiting for my friendfriend2. Compliment2. Compliment A: That’s a nice shirt.A: That’s a nice shirt.

-acceptance (preferred)-acceptance (preferred) B: ThanksB: Thanks-rejection (dispreferred)-rejection (dispreferred) B: Well, I think it makes B: Well, I think it makes

me look oldme look old-agreement (preferred)-agreement (preferred) B: It’s quite nice, isn’t it?B: It’s quite nice, isn’t it?-shift-shift B: Judy found it for me.B: Judy found it for me.-return-return B: Thanks, I like yours too.B: Thanks, I like yours too.

3. . Blame3. . Blame A: You broke the glassA: You broke the glass- denial (preferred)- denial (preferred) B: I didn’t do it.B: I didn’t do it.- admission (dispref)- admission (dispref) B: Sorry, I didn’t see it.B: Sorry, I didn’t see it.

TASKSTASKS

1.1. Can you elucidate the misunderstanding Can you elucidate the misunderstanding involved in the following conversation involved in the following conversation between a Western tourist in a museum in between a Western tourist in a museum in Japan and a Japanese attendant? (Mey, Japan and a Japanese attendant? (Mey, 1993:266)1993:266)

T:T: Is there a toilet around here?Is there a toilet around here?

A:A: You want to use?You want to use?

T:T: Sure i doSure i do

A:A: Go down the steps.Go down the steps.

TASKSTASKS

2. Discuss the following exchange:2. Discuss the following exchange:

(Two secretaries meet in the hallway (Two secretaries meet in the hallway of their common office)of their common office)

A:A: Would you like a piece of apple Would you like a piece of apple cake?cake?

B:B: Have you got some? Have you got some?

REPAIRSREPAIRS

RepairRepair is a generic term used in CA to is a generic term used in CA to cover a wide range of phenomena, cover a wide range of phenomena, from --- seeming errors in turn-from --- seeming errors in turn-taking, such as overlapping talk, taking, such as overlapping talk,

- to any of the forms of what is - to any of the forms of what is commonly called ‘corrections’ – that commonly called ‘corrections’ – that is, substantive faults in the contents is, substantive faults in the contents of what someone has said.of what someone has said.

THE ORGANIZATION OF THE ORGANIZATION OF REPAIRSREPAIRS

• Repair typesRepair typesThe repair system embodies a distinction The repair system embodies a distinction between between 1) the initiation of repair (marking something 1) the initiation of repair (marking something as a source of trouble), and as a source of trouble), and 2) the actual repair itself. There is also a 2) the actual repair itself. There is also a distinction between distinction between 1) repair initiated by self (the speaker who 1) repair initiated by self (the speaker who produced the trouble source), and produced the trouble source), and 2) repair initiated by other. Consequently, 2) repair initiated by other. Consequently, there are four varieties of repair:there are four varieties of repair:

SELF-INITIATED SELF-REPAIRSELF-INITIATED SELF-REPAIR

Repair is both initiated and carried out Repair is both initiated and carried out by the speaker of the trouble source.by the speaker of the trouble source.

EXAMPLEEXAMPLE

• 1.1. I:I: Is it flu: you’ve got?Is it flu: you’ve got?

• 2.→2.→ N:N: No I don’t think- I refuse to No I don’t think- I refuse to have all these thingshave all these things

OTHER-INITIATED-SELF-REPAIROTHER-INITIATED-SELF-REPAIR

Repair is carried out by the speaker of the trouble Repair is carried out by the speaker of the trouble source but initiated by the recipient.source but initiated by the recipient.

EXAMPLE:EXAMPLE:• 11 Ken:Ken: Is Al here today?Is Al here today?• 22 Dan:Dan: Yeah.Yeah.• 33 (2.0)(2.0)• 4.→Roger:4.→Roger: he is? Hh eh hehhe is? Hh eh heh• 55 Dan:Dan: Well he is.Well he is.

Roger’s turn (4) is an example of what is called a Roger’s turn (4) is an example of what is called a ‘next-turn’ repair initiator (NTRI). Other NTRIs ‘next-turn’ repair initiator (NTRI). Other NTRIs may be words like ‘What?’, or even non-verbal may be words like ‘What?’, or even non-verbal gestures, such as a quizzical look.gestures, such as a quizzical look.

SELF-INITIATED OTHER-REPAIRSELF-INITIATED OTHER-REPAIR

The speaker of a trouble source may try and get The speaker of a trouble source may try and get the recipient to repair the trouble – for example if the recipient to repair the trouble – for example if a name is proving troublesome to remember.a name is proving troublesome to remember.

EXAMPLE:EXAMPLE:In the following example the first speaker’s In the following example the first speaker’s reference to his trouble remembering someone’s reference to his trouble remembering someone’s name initiates the second speaker’s repair.name initiates the second speaker’s repair.

11 B:B: He had this uh Mistuh W-m whatever, I He had this uh Mistuh W-m whatever, I can’t think of his first name, can’t think of his first name, WattsWatts on, the one on, the one that wrote /that piecethat wrote /that piece

22 A:A: / Dan Watts./ Dan Watts.

OTHER-INITIATED OTHER-OTHER-INITIATED OTHER-REPAIRREPAIR

The recipient of a trouble-source turn both initiates The recipient of a trouble-source turn both initiates and carries out the repair. This is closest to what is and carries out the repair. This is closest to what is conventionally understood by ‘correction’.conventionally understood by ‘correction’.

EXAMPLE:EXAMPLE:In the following example there is an explicit In the following example there is an explicit correction which is then acknowledged and correction which is then acknowledged and accepted in the subsequent turn:accepted in the subsequent turn:

11 Milly: and then they said something about Milly: and then they said something about Kruschev has leukemia so I thought oh it’s all a big Kruschev has leukemia so I thought oh it’s all a big put on.put on.

2.→2.→ Jean:Jean: Breshnev.Breshnev.

THE PREFERENCE FOR SELF THE PREFERENCE FOR SELF REPAIRSREPAIRS

There are several ways in which turns are designed to There are several ways in which turns are designed to facilitate self-repair, or display the speaker’s sensitivity to facilitate self-repair, or display the speaker’s sensitivity to the appropriateness of self-repair.the appropriateness of self-repair.Consider the following extract from a call to the British Consider the following extract from a call to the British Airways flight information service and try to analyse it:Airways flight information service and try to analyse it:

• 11 A:A: the time for you, /hthe time for you, /h• 22 C:C: /yes /yes• 33 A:A: is oh one seven five nightis oh one seven five night• (.)(.)• 55 A:A: /seven five ni:ne,/ ((Smiley voice))/seven five ni:ne,/ ((Smiley voice))• 66 C:C: /seven five what. (.)/ yes/seven five what. (.)/ yes• A:A: one eight one eight,one eight one eight,

TASKSTASKSIdentify types of repairsIdentify types of repairs

•N:N: She was givin’ me a:ll the She was givin’ me a:ll the people that were gonepeople that were gone this year this year I mean this quarter y’ /knowI mean this quarter y’ /know

•Y:Y: / yeah / yeah

TASKTASK

L:L: an’ but all of the door ‘n things an’ but all of the door ‘n things were were taped up=taped up=

=I mean y’ know they put up =I mean y’ know they put up y’know y’know that kinda paper stuff, the that kinda paper stuff, the brown brown paper.paper.

TASKTASK

A:A: Lissana pigeonsLissana pigeons

(0.7)(0.7)

B:B: Quail I thinkQuail I think

________________________________________________________________________

A:A: Have you ever tried a clinic?Have you ever tried a clinic?

B:B: What?What?

A:A: Have you ever tried a clinic?Have you ever tried a clinic?

TASKTASK

A:A: flight information can I help flight information can I help y/ou?y/ou?

C:C: /yes could you give me an ETA /yes could you give me an ETA please on BA three six five please on BA three six five

from from Bordecks?Bordecks?

(0.4)(0.4)

A:A: three six five from bordoh? (.) three six five from bordoh? (.)

yeahyeah