This thesis presents a study of the relationship between test-takers’ first language, listening proficiency and their performance on paired speaking tests. Forty participants from two different L1 backgrounds (20 Urdu and 20 Thai) participated in the study. They took two paired speaking tests: one with a shared L1 partner, and one with a non-shared L1 partner, as well as a listening test and a monologic speaking test to measure their listening ability and individual speaking ability. After each paired speaking test, the participants were also interviewed about their test-taking experience. All speaking tests and interviews were video recorded and transcribed. Raters awarded test-takers analytical speaking test scores (grammar and vocabulary, discourse management, pronunciation and interactive communication) and provided comments to justify their scores. Raters also participated in a stimulated recall session. The mixed-methods approach was utilised in analysing and triangulating different data sources. The data analysed in this study included listening and speaking test scores, raters’ perceptions of the test-takers’ speaking performance gathered from stimulated recalls and test-takers’ stimulated recall interviews, as well as the interactional discourse data in the paired speaking formats. The combination of quantitative analysis, Conversation Analysis (CA) and thematic analysis informed the relationship between test-takers’ listening proficiency, their L1 and their paired speaking performance.

Dans les interactions langagières, l'usage de la particule enfin traduit diverses activités discursives des locuteurs. L'objectif de cette étude est de déterminer la fréquence et les variétés d’occurrence de ce petit mot dans les interactions, selon les situations et les types d’activités dans lesquels les sujets s’engagent, afin d'appréhender au mieux ses caractéristiques interactionnelles et fonctionnelles. Nous mobiliserons à cette fin un cadre d'analyse pluridimensionnel (analyse conversationnelle, discours en interaction). Notre méthode de travail repose sur une analyse des activités verbales des interactions, à partir d'enregistrements audio/ vidéo. Dans cette perspective, nous recensons les éléments récurrents gravitant autour de la particule enfin, les collectons, pour ensuite les convertir en formats. Ces formats nous conduisent à dégager sept valeurs principales de enfin dont chacune se subdivise en plusieurs sous-catégories et qui peuvent parfois avoir une portée contradictoire (conclusive/ introductive, interruptive/progressive, etc.). Dans une approche inter-discursive, enfin montre aussi une dissemblance de modalités d'usage conditionnées par le contexte. Enfin intervient de manière divergente selon que le cadre formel de la même manière que dans un cadre informel. / In linguistic interaction, the use of the particle enfin provide various discursive activities of the speakers. In this study, we aim at determining the frequency and the occurrence varieties of this short word in the interaction, according to situations and types of activity in which the subjects commit themselves, in order to understand its interactionnal and functional characteristics. Following this purpose, we decide to adopt a multidimensional analysis framework (Conversation Analysis , Discourse in Interactions ). Our work method relies on the analysis of the participants verbal activities. It is based on audio/ video recordings. Therefore, we take notice of the recurring elements surrounding the particle, we collect these elements to convert them into the formats: seven usages of enfin have been identified, each of them subdivided in several subcategories and which can sometimes have a contradictory range (conclusive/ introductory, discontinuity/continuity, etc). In an inter-discursive approach, enfin betrays a dissimilarity in its use due to the context. As a conclusion, we can say that enfin operates differently depending to the framework nature (formal / informal).

Cette thèse fait partie d’une recherche interdisciplinaire portant sur la socialisationd’enfants d’âge préscolaire. Adoptant l’approche de l’analyse de conversation (AC)d’inspiration ethnométhodologique (EM), elle porte sur le processus de socialisation,étudié sous l’angle des interactions entre parents et jeunes enfants (âgés de 2 ans et 1mois à 2 ans et 10 mois), dans le quotidien. Basée sur un large corpus audiovisuel –huit familles francophones vivant dans la région de Fribourg (Suisse) ont été filmées àleur domicile – la recherche se focalise sur les séquences interactives que les jeunesenfants initient en déployant un tour évaluatif. L’étude de ces séquences vise d’unepart à décrire et à comprendre comment les jeunes enfants parviennent à réaliser destours évaluatifs qui impliquent une réponse du parent adressé, c’est-à-dire à produireune première partie d’une paire adjacente, qui rend pertinent la production d’unedeuxième partie appartenant au même type de paire. D’autre part, elle cherche àexaminer les réponses parentales et leurs implications sur la suite des interactions. Entenant compte des ressources multimodales déployées par les interactants et ducontexte praxéologique institué par ces derniers, l’analyse permet d’appréhender avecun nouveau regard les questions de l’alignement et du désalignement et ainsi quecelles des catégories sociales endossées par les parents et les enfants au cours del’accomplissement interactif de séquences évaluatives. / This thesis is part of an interdisciplinary research project on the socialization ofpreschoolers. By adopting a Conversation Analytic (CA) approach informed byEthnomethodology (EM), it offers a study of the socialization process as it takes placewithin everyday parent-child interactions. Based on a large audio-visual corpusfeaturing footage of eight French-speaking families filmed extensively in their homes,the study focuses on recorded examples of young children initiating interactivesequences by producing evaluative turns, such as “that’s beautiful”, “(I) like that”,and “yuck”. By taking into account the interactants’ articulation of embodiedresources – talk, gaze, and gesture – the study aims, on the one hand, to describe howyoung children manage to produce evaluative turns that make a response by theaddressed parent relevant; and to evidence how, through their participation ineveryday interaction, young children acquire communicative skills and a sense ofthemselves as effective social actors. On the other hand, it seeks to examine parents’most frequent responses – agreements, disagreements, or questioning repeats – and tolook at the implications of these responses for the further course of action. Looking athow children’s evaluative actions – as attempts to communicate their normativeposition, and their affective implication with respect to the surrounding world – aretreated in turn by the parents, reveals the parents’ emic understanding of theirchildren’s participation in evaluating the world they commonly inhabit. Finally, thestudy of interactively produced evaluative sequences also allows some new light to beshed on the ways in which parents and children achieve shared understanding, andhow they deal with delicate issues of alignment/disalignment, as well as with mattersrelated to their respective membership categories.

Notre thèse, qui s’inscrit dans le champ de la linguistique interactionnelle. Elle porte sur les interactions au cours du repas entre amis dans les invitations en France. Basée sur les données audio et vidéo enregistrées en situation naturelle, cette étude empirique se donne pour but de montrer les modalités par lesquelles les participants co-construisent les deux activités principales déployées à table : « manger » et « parler ». Concernant l’activité de « manger », notre travail décrit en détail les interactions à partir du moment où les mangeurs s’installent à table jusqu’au moment où ils finissent le repas. Grâce à l’analyse verbale et multimodale, notre étude dégage les ressources linguistiques et multimodales mises en œuvre par les hôtes et les invités pour assurer le bon déroulement du repas. Quant à l’activité de « parler », elle est abordée à travers l’évaluation des plats servis. Notre analyse montre qu’à travers cette activité, les locuteurs expriment leur appréciation personnelle vis-à-vis des mets, en même temps qu’ils réalisent différents actions telles que complimenter, critiquer, s’auto-complimenter et s’auto-déprécier. L’enjeu de cette thèse est de mettre en lumière les principes connus mais inaperçus par lesquels les locuteurs français construisent l’interaction à table. / My dissertation, which lies within the framework of international linguistics, is about the interaction during meals among friends in invitations in France. Based on audio and video data recorded in naturally-occurring situations, this empirical study aims to show the modalities by which the participants co-construct the two main activities observed at table: eating and talking. Concerning eating, the study describes in detail the interactions since the eaters sit down at the table until they finish the meal. On the basis of verbal and multimodal analysis, this study brings out the linguistic and multimodal resources used by the hosts and the guests in order to make sure of the course of the meal. As for talking, this dissertation focuses on the assessment on the dishes served. The analysis shows that through the assessment on the dishes served, the speakers express their personal observation about the food, as well, they realize various actions such as complimenting, criticizing, self-complimenting and self-depreciating. The key issue of this study is to shed light on the principles seen but unnoticed by which the French speakers construct interaction at table.

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2017-02-24T14:37:55Z No. of bitstreams: 1 deboramarques.pdf: 1655800 bytes, checksum: 53c0dd4460a3dca22dd0b14bb5e5d537 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-24T15:38:50Z (GMT) No. of bitstreams: 1 deboramarques.pdf: 1655800 bytes, checksum: 53c0dd4460a3dca22dd0b14bb5e5d537 (MD5) / Made available in DSpace on 2017-02-24T15:38:50Z (GMT). No. of bitstreams: 1 deboramarques.pdf: 1655800 bytes, checksum: 53c0dd4460a3dca22dd0b14bb5e5d537 (MD5) Previous issue date: 2009-03-23 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho objetiva mapear e descrever - sob a perspectiva teórico-metodológica da Análise da Conversa de base Etnometodológica (ACe) - a organização estrutural global em termos de fases e tarefas desempenhadas pelo inspetor nos interrogatórios policiais. Foram gerados dados em uma Delegacia de Repressão a Crimes Contra a Mulher (DRRCM) no estado de Minas Gerais, posto que a violência contra a mulher, ou aquela cometida contra indivíduos que possuam relações de afetividade entre si, é vista como um problema social. No ambiente da DRCCM, mapeou-se o evento interrogatório em três fases distintas: (i) a fase da identificação dos participantes, na qual o inspetor coleta informações sobre a identidade (enquanto pessoa física) das partes envolvidas; (ii) a tarefa de leitura do Boletim de Ocorrência (BO), na qual as partes são informadas sobre a natureza da intimação e (iii) a tarefa do interrogatório em si, em que, propriamente, as perguntas se direcionam à tentativa de apurar a verdade dos fatos e são organizadas, sequencialmente, em pares adjacentes de Pergunta-Resposta (P-R). Cabe destacar que esse ordenamento sequencial coloca em evidência a relação assimétrica entre os participantes, dado que é o inspetor, representante legal, quem tem o direito e o poder para coordenar a interação que é co-construída por todos os interagentes no ambiente institucional da DRCCM. / This research aims to map and describe - in the theoretical-methodological perspective within the framework of Conversation Analysis (CA) - the overall structural organization in terms of phases and tasks performed by inspectors in the police interrogations. Thus, data were generated in an All-female Police Station in the state of Minas Gerais, Brazil, since violence against women, or that one committed against individuals who have affection relations between them, is considered a social problem. In the environment of the All-female Police Station, we divided the interrogatory event in three distinct phases: (i) the stage of identifying the participants, in which the inspector collects information on identity (as a natural person) of the parties involved, (ii) the task of reading the Incident Report, in which the parties are informed about the nature of the subpoena and (iii) the task of questioning, in which the questions are specifically directed to the attempt of ascertain the truth of the facts and they are organized, sequentially, in adjacent pairs of Question-Answer (Q-A). It is relevant to note that the sequential order highlights the asymmetric relationship between the participants, since it is the inspector, legal representative, who has the right and the power to coordinate the interaction that is co-constructed by all interlocutors in the institutional environment of the All-female Police Station.

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2017-04-27T12:57:08Z No. of bitstreams: 1 priscilajulioguedespinto.pdf: 3970525 bytes, checksum: 39e07f9cc235df6c2bbd16e72422bb54 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-12T15:48:59Z (GMT) No. of bitstreams: 1 priscilajulioguedespinto.pdf: 3970525 bytes, checksum: 39e07f9cc235df6c2bbd16e72422bb54 (MD5) / Made available in DSpace on 2017-05-12T15:49:00Z (GMT). No. of bitstreams: 1 priscilajulioguedespinto.pdf: 3970525 bytes, checksum: 39e07f9cc235df6c2bbd16e72422bb54 (MD5) Previous issue date: 2015-11-24 / O presente trabalho tem como objetivo mapear as práticas de apurar crimes, desempenhadas por um inspetor de polícia, nos interrogatórios policiais da Delegacia de Repressão a Crimes Contra a Mulher (doravante DRCCM). A relevância deste trabalho deve-se ao fato de a atividade de apurar crimes, nos interrogatórios policiais, ser fundamental para a composição do processo criminal, encaminhado ao judiciário para punição dos acusados. Esta pesquisa baseia-se no referencial teórico-metodológico da Análise da Conversa de base Etnometodológica (SACKS, SCHEGLOFF e JEFFERSON (2003 [1974]) para o mapeamento sequencial dessas práticas, que são construídas localmente nas interações dos interrogatórios policiais. O trabalho insere-se no panorama da Linguística Aplicada das Profissões (SARANGI, 2005). Considerando que a apuração se processa, sobretudo, por meio de sequências de pares adjacentes de pergunta e resposta, a análise parte do estudo das práticas de apurar crimes executadas por um policial, e das perguntas e/ou afirmações que as implementam. Este estudo evidencia que, através de tais práticas, o policial atinge a sua meta institucional, tentando coletar informações que comprovem a materialidade dos delitos. Os resultados desta pesquisa mostram que das oito práticas detectadas, em apenas duas, o policial consegue as informações criminais que ele busca obter. Apesar de a maioria dessas práticas não tenham sido eficazes para o policial comprovar a materialidade dos delitos, destaca-se que o conhecimento adquirido pelos policiais civis dessas práticas possa contribuir para o desenvolvimento do trabalho policial nas Delegacias de Polícia, de modo que os próprios policiais reflitam sobre o seu fazer investigativo e busquem novas práticas que possam ajudá-los na obtenção de informações relacionadas aos delitos. / The purpose of this thesis is to map out the practices of investigating crimes led by the police officer in the police interrogations at an All-female Police Station. The relevance of this work is due to the fact that the act of investigating crimes in police interrogations is fundamental for the whole criminal process that it is then sent to the court for the correct punishment of the accused. This research is based on the methodological and theoretical references of Conversation Analysis Ethnomethodology (SACKS, SCHEGLOFF e JEFFERSON (2003 [1974]) for the sequential mapping out of these practices, which are done locally in the interactions of the police interrogations. This work is part of the so called Applied Linguistics of Professions panorama (SARANGI, 2005). Considering that the investigation is processed, above all, through the adjacent pairs of question and answer sequences, the analysis goes from the study practices of investigating crimes done by a police officer, and the questions and/or statements that they implement. This study shows that, through such practices, the police officer reaches his institutional goal in trying to collect information to prove the materiality of crimes. The results of this research show that of the eight practices detected, in only two, the police officer collects the criminal information that he seeks to obtain. Although most of these practices have not been effective to the police officer proves the materiality of crimes, it is emphasized that the knowledge gained of these practices by the police officers can contribute to the development of police work within the Police Stations, in a way that the police officers can reflect upon their interrogation techniques and seek new ways to help them get information related to the crimes.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-05-23T12:30:22Z No. of bitstreams: 0 / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-05-23T12:52:41Z (GMT) No. of bitstreams: 0 / Made available in DSpace on 2018-05-23T12:52:41Z (GMT). No. of bitstreams: 0 Previous issue date: 2018-05-14 / A partir de uma abordagem interacional, Gille (2001) define a argumentação como um processo constituído por movimentos argumentativos (MA), realizados de forma explícita ou implícita na interação. Nessa perspectiva, a argumentação compreende ações sequenciais coconstruídas na interação, por meio das quais opiniões expressas ou inferidas são negociadas. Dentre os movimentos argumentativos utilizados na sustentação de pontos de vista, Barletta (2014) identifica os MA de evidência legal, os quais correspondem a argumentos que sustentam o ponto de vista de um participante por meio de evidências cujo respaldo se encontra na lei. O estudo da autora incita um olhar mais específico para as contribuições dos MA de evidência legal para o cumprimento do objetivo principal das audiências de conciliação que ocorrem na arena do PROCON – a resolução do conflito. Com a proposta de investigar esse aspecto, agregando achados aos estudos da argumentação no referido contexto institucional, este trabalho teve o objetivo de investigar reformulações de movimentos argumentativos (MA) de evidência legal em duas audiências de conciliação no PROCON de uma cidade da zona da mata mineira. Para tanto, foi desenvolvida uma pesquisa de base qualitativa e interpretativa (DENZIN e LINCOLN, 2006; SCHWANDT, 2006), que contou com o aparato da Análise da Conversa, valendo-se sobretudo de referenciais que tratam da base teórica (SACKS, 1973; SACKS, SCHEGLOFF E JEFFERSON, 1974; SCHEGLOFF, JEFFERSON E SACKS, 1977; POMERANTZ, 1984; entre outros) e metodológica (POMERANTZ E FEHR, 1997) desta vertente de estudos linguísticos, bem como de referenciais que dela partiram para um estudo da prática de reformulação (GARFINKEL E SACKS, 1970; HERITAGE E WATSON, 1979; entre outros). O material linguístico analisado foi gravado em áudio e transcrito de acordo com as convenções propostas pelos analistas da conversa (SACHS, SCHEGLOFF e JEFFERSON, 1974). As análises desenvolvidas nos possibilitaram observar a ocorrência de reformulações tanto dos MA de evidência legal realizados pela mediadora como dos MA de evidência legal realizados pelos reclamados. As reformulações eram dos seguintes tipos: reformulação de checagem (ou reformulação como ação de checagem de entendimento), reformulação do tipo resumo, reformulação desafiadora (ou reformulação como ação de desafio), reformulação feita por meio de explicação, reformulação feita por meio de sugestão, reformulação do cerne, reformulação ratificadora da acusação, reformulação ratificadora do ponto de vista, reformulação ratificadora da legislação, e reformulação do tipo correção exposta; e realizaram diversas ações, no curso das interações, que abriram espaço para o desfecho da audiência. Por fim (e em suma), não obstante se a decisão da reformulação tenha sido sua confirmação ou sua desconfirmação, seu uso culminou em importantes benefícios interacionais. Os resultados alcançados nos permitem advogar que reformulações do movimento argumentativo de evidência legal, no contexto de audiências de conciliação, podem contribuir para o alcance do acordo entre as partes envolvidas, na medida em que operam, turno a turno, na negociação do conflito, desencadeado pela apresentação e sustentação de argumentos divergentes, que expõem diferentes pontos de vista na interação em curso. Conclui-se, então, que, nesta pesquisa, o gerenciamento dos conflitos, gerados por argumentações divergentes, foi possibilitado pelas diversas reformulações realizadas ao longo das audiências de conciliação (aqui analisadas) do PROCON da zona da mata mineira, e culminou no acordo entre as partes. / By adopting an interactive approach, Gille (2001) defines argumentation as a process constituted by argumentative movements (AM) explicitly or implicitly carried out in interaction processes. Thus, argumentation comprises sequential actions co-constructed through interaction, which allow negotiating expressed or inferred opinions. According to Barletta (2014), legal AMs stand out among argumentative movements used to support viewpoints because they correspond to arguments that corroborate participants’ viewpoint by means of evidences supported by laws. The aforementioned author invites us to take a more specific look at the contributions from legal AMs to fulfill the main goal of conciliation hearings taking place at PROCON, i.e., conflict resolution. The aim of the current study is to analyze reformulations applied to legal argumentative movements (AM) in two PROCON conciliation hearings held in a city located in Zona da Mata Region (Minas Gerais State) in order to investigate such contributions and to add findings to studies about argumentation in the aforementioned institutional context. A qualitative and interpretive research (DENZIN and LINCOLN, 2006; SCHWANDT, 2006), which was based on Conversation Analysis, was herein developed. It was mainly supported by references concerning the theoretical (SACKS, 1973; SACKS, SCHEGLOFF and JEFFERSON, 1974; SCHEGLOFF, JEFFERSON and SACKS, 1977; POMERANTZ, 1984; among others) and methodological (POMERANTZ and FEHR, 1997) bases of this linguistic study approach, as well as by references that used such approach to study (re)formulation practices (GARFINKEL and SACKS, 1970; HERITAGE and WATSON, 1979; among others). The herein analyzed linguistic material was audio recorded and transcribed according to conventions proposed by conversation analysts (SACHS, SCHEGLOFF and JEFFERSON, 1974). The analyses conducted in the present study showed legal AM reformulations carried out by both the mediator and the defendants. Both parts presented the following reformulation types: confirmatory reformulation (or reformulation used as the action of confirming the understanding about something), summary-type reformulation, challenging reformulation (or reformulation used as challenging action), reformulation done by means of explanation, reformulation done by means of suggestion, root cause reformulation, reformulation ratifying the accusation, reformulation ratifying the viewpoint, reformulation ratifying the legislation, and correction-type reformulation. These reformulations enabled several actions in the course of the interactions and allowed the hearing to reach an outcome. Finally, the use of reformulations has generated important interactional benefits, regardless of whether the decision to reformulate was based on confirmation or disconfirmation purposes. Results in the current study allow stating that reformulations applied to legal argumentative movements during conciliation hearings may help the involved parts to reach an agreement. It happens because reformulations carried out in each participant’s turn operate towards the negotiation of conflicts triggered by the presentation of and support to divergent arguments, which expose different viewpoints in the interaction in progress. The current study concluded that the management of conflicts generated by divergent arguments was enabled by several reformulations carried out during the herein analyzed conciliation hearings held at PROCON, as well as that such management helped the involved parts to reach an agreement.

Abstract In interaction, a proposal projects an acceptance or a rejection as a sequentially relevant next turn. However, conversation does not always proceed so straightforwardly but it is possible for participants to respond to a proposal in many ways without taking an explicit stand. This thesis focuses on such responses and uses Conversation Analysis as a research method. The thesis analyses the sequences in which the recipient 1) does not verbally respond to a proposal, 2) responds to a proposal with a stand-alone particle, mm, jaa or joo, or 3) responds to a proposal by teasing, by shifting the focus to the procedural details of the activity or by rejecting the entire activity. Additionally, the thesis exploits the fact that the research data (22 psychological interaction tests) have already been analysed as part of a psychiatric schizophrenia study in which the methodological approach was the Communication Deviance (CD) Scale. Consequently, in the second phase of the thesis, Conversation Analysis and the CD Scale are compared as methodological approaches to interaction. The thesis shows that by not responding or by responding with a mere particle, a recipient does not accept the proposal and may also avoid explicit disagreement with the proposer. However, the particles under analysis constitute a continuum in terms of agreeing with a proposal, with mm at one end as the least encouraging particle, jaa in the middle as neutral and joo at the other end as the most encouraging. The responses that tease, shift to the procedural details of the test or reject the test task, in turn, do also other interactional work: they control and guide other participants and rebel against the test task. On the whole, participants orient to discontinuity in the course of action initiated by the proposal: they treat the responses under analysis as insufficient and pursue a more explicit acceptance or rejection. The thesis also shows that the CD Scale finds communication defects in the same sequences but that the defects do not primarily involve the discontinuity of interaction. Thus CA and the CD Scale look at interaction from different perspectives and disagree on what is considered an interactional problem. / Tiivistelmä Vuorovaikutuksessa ehdotus luo odotuksen hyväksynnästä tai hylkäyksestä sekventiaalisesti relevanttina seuraavana vuorona. Aina keskustelu ei kuitenkaan etene näin suoraviivaisesti, vaan ehdotukseen on mahdollista vastata monin eri tavoin ottamatta siihen eksplisiittisesti kantaa. Tässä väitöstutkimuksessa tarkastellaan keskustelunanalyysin menetelmää käyttäen tällaisia tapoja eli analysoidaan toimintajaksoja, joissa vastaanottaja 1) ei reagoi ehdotukseen kielellisesti tai kuultavasti, 2) vastaa ehdotukseen pelkällä dialogipartikkelilla mm, jaa tai joo tai 3) vastaa ehdotukseen kiusoittelemalla, puuttumalla toimintatapaan tilanteessa tai torjumalla koko toiminnan. Lisäksi tutkimuksessa hyödynnetään sitä, että tutkimusaineisto eli 22 psykologista vuorovaikutustestiä on jo aikaisemmin analysoitu psykiatrisen skitsofreniatutkimuksen yhteydessä, jolloin menetelmänä käytettiin kommunikaatiohäiriöpisteytystä. Tutkimuksen toisessa vaiheessa verrataan siis keskustelunanalyysiä ja kommunikaatiohäiriöpisteytystä vuorovaikutuksen analyysimenetelminä. Tutkimus osoittaa, että jättämällä vastaamatta ehdotukseen tai vastaamalla pelkällä dialogipartikkelilla vastaanottaja ei hyväksy ehdotusta ja voi lisäksi välttää eksplisiittisen erimielisyyden ilmauksen. Tutkitut dialogipartikkelit asettuvat kuitenkin saman- ja erimielisyyttä kuvaavalle jatkumolle siten, että toisessa päässä on vähiten jatkamaan kannustava mm, keskellä neutraali jaa ja toisessa päässä kannustavin joo. Kiusoittelevat, toimintatapaan puuttuvat ja testitehtävän torjuvat responssit puolestaan tekevät myös muuta vuorovaikutustyötä, eli ne kontrolloivat ja ohjaavat toisten toimintaa sekä kapinoivat testitehtävää vastaan. Kaiken kaikkiaan osallistujat orientoituvat ehdotuksen aloittaman toimintalinjan jatkumattomuuteen: he käsittelevät tutkittuja responsseja riittämättöminä ja hakevat ehdotukselle eksplisiittisempää hyväksyntää tai hylkäystä. Lisäksi tutkimus osoittaa, että kommunikaatiohäiriöpisteytys löytää vuorovaikutusongelmia tutkituista toimintajaksoista mutta ongelmat eivät useinkaan liity vuorovaikutuksen jatkumattomuuteen. Siksi voidaankin sanoa, että keskustelunanalyysi ja kommunikaatiohäiriöpisteytys katsovat vuorovaikutusta eri näkökulmista ja näkevät eri piirteet ongelmallisina.

Grâce à une observation ethnographique menée durant trois ans sur trois terrains d’étude différents (une agence d’architecture, une organisation intergouvernementale et un réseau social professionnel), et à partir d’une approche inspirée de l’analyse conversationnelle (Schegloff, Jefferson et Sacks, 1974)d’inspiration ethnométhodologique (Garfinkel, 1967), notre recherche vise à repérer les « méthodes » qu’utilisent les membres afin de se coordonner dans la résolution des problèmes, dans la prise de décision et dans la co-élaboration des solutions professionnelles en mobilisant pour ce faire plusieurs ressources langagières.Lorsque l’on parle de « plurilinguisme » en milieu professionnel, la question sur ses conséquences en tant que ressource ou obstacle est souvent posée. Loin de considérer la diversité linguistique comme un phénomène pré-existant à l’interaction dans des espaces professionnels internationaux, nous essayerons d’approcher cette « diversité » à partir d’une perspective analytique endogène. C’est pourquoi dans le cadre du projet européen Dynamiques des Langues et Gestion de la diversité (DYLAN), la présente thèse s’intéresse avant tout au caractère contraignant ou non du plurilinguisme pour l’accomplissement d’une activité. À cet égard, nous étudierons la manière dont les acteurs sociaux se servent des ressources langagières plurilingues pour organiser leurs actions (Mondada, 2007) et participer chacun à sa manière aux activités communicatives et traiter par là même des difficultés dues à l’utilisation d’une langue. C’est en tenant compte des limites de la dichotomie ressource ou obstacle que nous décrirons comment le plurilinguisme est une pratique ajustée aux contingences de la situation communicative d’où elle émerge.Nous nous intéressons particulièrement à l’analyse des événements de la parole où la co-existence de plusieurs « répertoires verbaux » (Gumperz, 1964) apparaît, soit comme un ensemble de ressources conversationnelles utilisées dans leur continuité linguistique, soit comme un problème résolu localement pour la progression de la communication. Dans cette thèse, nous avons identifié deux configurations principales du plurilinguisme en situation de travail. Il s’agit d’une hétérogénéité des répertoires verbaux constituée en objet du discours et exploitée par les participants dans la résolution des problèmes communicatifs. Cette hétérogénéité exhibée par les membres eux-mêmes est observable dans des séquences de thématisation du choix linguistique, dans des séquences de recherche de mots (Goodwin et Goodwin,1986) et dans des séquences de réparation (Schegloff, Jefferson et Sacks, 1977). Il s’agit aussi d’une hétérogénéité ignorant toute structuration du répertoire concerné en langues. Cela a été reconnu au sein des séquences de désaccord ou de désalignement (Stivers, 2008) et dans des séquences insérées dans des formats spécifiques de participation (Goffman, 1963, 1981) où les ressources plurilingues ne sont pas thématisées,mais bien mises à la contribution de l’accomplissement pratique de l’activité. / Based on a three-year ethnographic study in several multilingual professional settings (an architecture firm, an intergovernmental organization and a professional social network) with an approach grounded in ethnomethodologically-inspired conversational analysis (CA) studies (Garfinkel, 1967;Schegloff, Jefferson and Sacks, 1974), our research seeks to discern the methods used by members incoordinating their actions to resolve problems, making decisions, and co-elaborating professional solutions,all with the help of a variety of linguistic resources.When we speak of “multilingualism” in the professional setting, the question of its consequences as a resource or obstacle is often posed. Rather than considering linguistic diversity as a phenomenon that preexists interaction in international professional settings, we will attempt to approach this “diversity” from an endogenous analytical perspective. In the framework of the European project Language Dynamics and Management of Diversity (DYLAN), this dissertation is therefore interested above all in the constraining versus non-constraining character of multilingualism in the accomplishment of an activity. In this respect, we will study the way in which social actors use multilingual language resources to organize their actions(Mondada, 2007), participate in their own manner in communicative activities, and treat difficulties linkedwith the use of a language in this very way. By taking into account limits of the resource or obstacle dichotomy, we will describe how multilingualism is a practice adjusted to the contingencies of the communicative situation from which it emerges.We are particularly interested in analyzing speech events featuring the coexistence of several “verbalrepertoires” (Gumperz, 1964), either as a group of conversational resources used in their linguisticcontinuity, or as a problem resolved locally by the progression of communication. In this dissertation, we have identified two main configurations of multilingualism in the workplace. This entails heterogeneity inverbal repertoires represented in an object of discourse and used by participants in the resolution of communicative problems. This heterogeneity displayed by the members themselves is observable inlinguistic choice topicalization sequences, word search sequences (Goodwin and Goodwin, 1986), and repair sequences (Schegloff, Jefferson and Sacks, 1977). This also entails heterogeneity that disregards all repertoire structuring concerned in languages. This has been recognized within disagreement or disalignmentsequences (Stivers, 2008) and in sequences inserted into specific formats of participation (Goffman, 1963,1981), in which multilingual resources are not topicalized, but rather, contribute to the practical accomplishment of the activity.

This study focuses on ‘trouble spots’ that occur in the English as a Foreign Language classroom. A trouble spot is an umbrella term for all types of language problems that arise. This means that it covers the trouble sources of repairs, corrections as well as problematising activities in the classroom. Ten different instances of trouble spots are identified and documented in the study. These are grouped into four different categories depending on how the trouble spot occurred, who initiated it and how it was resolved. To investigate the classroom interaction Conversation Analysis was chosen as a method and two different English lessons in two different Swedish upper-secondary schools were filmed. In order to investigate the trouble spots the following research questions are addressed What types of trouble spots arise in the English language classroom and how are they signalled as trouble? How are the trouble spots dealt with by teachers and students? The results confirm that most trouble spots are identified and handled by the speakers themselves and that the second-most involved person is the teacher. This is expected as there is a preference for self-initiated self-repair in ordinary conversation. However, in classroom interaction the preference organisation is not always similar to that of ordinary conversation. Correction in the classroom is often other-initiated without it being face-threatening. Furthermore, the context of the task at hand is very important when it comes to how trouble spots are resolved.