It is widely accepted that gender is actively performed and a part of identity rather than biology, and that this is where gender differences in language stem from. Researchers have attempted to define what constitutes men and women’s language, and this paper uses some of these definitions to analyse the speech of the main character in the first season of the television show Buffy the vampire slayer. This research project investigates Buffy’s use of feminine language as well as whether her language changes when her performance is otherwise more masculine in the role of the slayer. This is done by comparing conversations between Buffy and her friends with conversations between Buffy and her enemies. The results show that Buffy uses some feminine linguistic features but that her speech is not distinctly feminine in general. Her language also does not change significantly when performing the role of the slayer.

Ce travail de thèse se présente comme une enquête sur les modalités de l’agir-ensemble interspécifique. L’idée qui a présidé à sa mise en œuvre repose sur la volonté d’élargir les questionnements classiques en sociologie de l’action (comment décrire le vivre-ensemble, quelle forme prend l’ordre social) et en linguistique (comment communique-t-on intelligiblement) à un objet sortant de leurs préoccupations traditionnelles : les interactions sociales entre hommes et chiens. Pour cela, nous analysons des données recueillies lors d’interactions ordinaires et quotidiennes entre chiots en éducation et éducateurs canins, ou entre chiens-guides d’aveugles et personnes non-voyantes.Il s’agit d’un travail empirique de recherche sur les ressources utilisées par hommes et chiens pour agir ensemble et communiquer. Pour cela, nous montrons que les actions communes dans lesquelles ils s’engagent sont réalisées de manière ordonnée, et sont séquentiellement organisées – de sorte qu’elles sont descriptibles avec une certaine systématicité. Cette systématicité, qui exhibe le caractère ordonné des interactions, est traitée comme l’indice d’une forme de socialité qui s’incarne dans l’ajustement mutuel. De ce point de vue, cette thèse se présente également comme un travail théorique sur les formes de la socialité interspécifique. De manière incidente, elle se veut en outre le lieu d’une réflexion épistémologique sur la prise en charge par les sciences humaines et la linguistique d’un objet par tradition réservé aux sciences dites naturelles. / « Non human » is an analytical category that has now entered the realm of sociology. The fact that domestic animals might be agents, and relevant interactants has been evoked and investigated in the most recent literature. The originality of our study does not lie in these arguments. It takes them for granted, and analyzes with systematicity some of the resources used by dogs and their human co-interactants (be they educators or visually impaired persons) to communicate with intelligibility, and make each other’s actions mutually accountable. The study is structured by a leading question: what kind of sociality is at stake between dogs and humans ?The dissertation is divided into two introductory theoretical chapters, and three analytical parts. The first chapter establishes the state of the art, as far as human/animal interaction is concerned. After briefly commenting on the Animal Studies and its opposition to the so-called cartesian position, it ends by introducing the ethnomethodological program as a relevant approach to shed a new light on my object. The second chapter offers an epistemological reflection on the analytical ‘naturalist’ framework worth adopting in order to investigate dog-human sociality. It gives an occasion to discuss the transcription format usually used in CA as an adequate frame to shed light on the sequentiality of actions, as well as on conditional relevance. The three next chapters are grounded on these reflections and are more strictly empirical and analytical. Chapter 3 describes the resources used by dogs and humans to interact with intelligibility and to share perceptive knowledge. It analyzes procedures of shared attention, and mutual orientation (for instance, by mutually orienting toward a relevant object for the ongoing action). Chapter 4 goes further into the analysis of participants’ procedural competencies, and observes the systematicity of sequential formats. Chapter 5 is grounded on these analyses and addresses a “topos” as far as human-animal interaction is concerned: issues of cognition. Drawing on the EM program, it proposes a praxeological approach to cognition that does not focus on dog’s capacities or skills but on the way ordinary practices of practical reasoning are accomplished.The PhD dissertation offers an empirical work on human-animal modalities of living and acting together. It aims at showing that mutual actions participants engage in are orderly accomplished and sequentially organized – and therefore descriptible with systematicity.This systematicity, by exhibiting the orderly character of interactions, is treated as a cue of a form of sociality, embodied in mutual adjustment. In this regard, this thesis offers also some theoretical thoughts on forms of interspecific sociality.At the same time, and more incidentally, it develops epistemological considerations about the reflexive relationships between social sciences, linguistics, and natural sciences in the treatment of this “hybrid” objet.

Ce travail de thèse élabore une approche de l’œuvre d’art comme accomplissement pratique, à partir d’un travail de terrain conduit lors de la préparation d’une exposition dans un centre d’art contemporain. Cette recherche, qui relève de l’analyse conversationnelle et de l’ethnométhodologie, vise ainsi à exploiter les acquis méthodologiques, théoriques et analytiques de ces approches pour la description d’un terrain artistique. Aborder l’œuvre « en pratiques », par l’analyse de situations d’interaction avec et autour des œuvres, permet de poser à nouveaux frais un ensemble de questions ayant trait à la définition de l’objet « œuvre d’art » et à la compréhension des activités artistiques et esthétiques. L’analyse détaillée de micro-activités accomplies par les professionnels de l’art (entrer en interaction dans l’espace d’une œuvre, donner des instructions pendant l’installation d’une œuvre, évaluer l’état d’un accrochage, introduire successivement différentes œuvres pendant une visite guidée) nous permet d’appréhender la constitution de l’œuvre comme un phénomène empirique, observé depuis l’écologie de l’exposition et les interactions entre ses acteurs. La thèse défend ainsi une approche descriptive des pratiques sociales situées qui constituent les œuvres. En cela, ce travail offre l’opportunité de s’interroger d’une part sur les manières dont un travail empirique relevant de la linguistique et de la sociologie peut contribuer à une réflexion esthétique, et d’autre part sur les formes de collaboration interdisciplinaire alors engagées par une recherche qui prend l’art pour domaine d’enquête. / This PhD dissertation develops an approach to artworks defined as practical accomplishments, drawing on fieldwork observation of the preparation of an exhibition in a center for contemporary art. This study draws on the analytical and theoretical findings of conversation analysis and ethnomethodology to investigate artistic and aesthetic activities. Approaching artworks as practical accomplishments, by analyzing interactions with and around artworks, contributes to redefining artworks as well as artistic and aesthetic activities. The detailed analysis of micro-activities accomplished by art professionals (entering the artwork’s space, giving instructions for installing the artwork, assessing the artwork installation, successively introducing different artworks in the course of a guided tour) allows for the description of the artwork’s constitution as an empirical phenomenon, as can be observed in the exhibition’s ecology and through the interactions between its actors. The study advocates a descriptive approach to social and situated practices which produce artworks. It endeavors to offer an empirical contribution, from a linguistic and sociological perspective, to theoretical debates in aesthetics and, incidentally, to expand the study of art as an interdisciplinary field of research.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-21T15:30:08Z No. of bitstreams: 1 priscilajulioguedespinto.pdf: 806114 bytes, checksum: 5945ef44664b16faa058ec7813d8aa52 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-22T11:46:50Z (GMT) No. of bitstreams: 1 priscilajulioguedespinto.pdf: 806114 bytes, checksum: 5945ef44664b16faa058ec7813d8aa52 (MD5) / Made available in DSpace on 2017-03-22T11:46:50Z (GMT). No. of bitstreams: 1 priscilajulioguedespinto.pdf: 806114 bytes, checksum: 5945ef44664b16faa058ec7813d8aa52 (MD5) Previous issue date: 2009-06-30 / O presente trabalho tem como objetivo descrever algumas práticas sequenciais de negociação, desempenhadas pelo inspetor de polícia nos interrogatórios policiais da Delegacia de Repressão a Crimes Contra a Mulher (DRCCM). Utiliza-se como referencial teóricometodológico a Análise da Conversa de base Etnometodológica para o mapeamento sequencial dessas práticas que são organizadas sequencialmente e construídas localmente nas interações de cinco interrogatórios policiais. Considerando que o inspetor de polícia executa atividades que extrapolam a sua tarefa principal de interrogar as partes, no sentido stricto sensu, como a prática de negociação, a análise parte da verificação de quais práticas sequenciais de negociação são executadas pelo policial, e o que é negociado nesse ambiente. A partir disso, elabora-se um quadro que sintetiza essas práticas que são utilizadas pelo inspetor para a resolução de conflitos e tomadas de decisão. Esse estudo evidencia que tais práticas sequenciais de negociação contribuem para que os policiais reflitam sobre as suas atuações no ambiente da DRCCM, uma vez que não só atuam como investigadores, mas também como terceiras partes (negociadores), tentando resolver os problemas familiares levados pelas partes à DRCCM, e aprimorem as suas habilidades interacionais dentro desse ambiente institucional para melhor atender a população. / This dissertation will attempt to describe sequential practices of negotiation led by the police officer in the police inquiries at an All-Female Police Station. The methodological and theoretical references to map the practices sequentially are based on the Conversation Analysis Ethnomethodology. The sequential practices of negotiation were organized in series and locally built with the interaction of five police inquiries. It will be considered that the police officer performs extra activities besides their major task of inquiring - in strict sensu - as a negotiation practice. The analysis will attempt to validate which sequential practices of negotiation are performed by the police officer, and what is negotiated in the work environment. Based on the aforementioned theories, a synthesis of the practices performed by the police officer to solve conflicts and take decisions will be depicted. This study will show that sequential practices of negotiation may contribute to the police officers' consideration of their own acts in the work environment, once they do not work only as investigators. They receive other functions besides trying to resolve the victim's family's problems, for instance, and also improve their interaction within the All-Female Police Station institutional environment in order to serve the population with more quality.

The present study aims to examine teacher questions in an English as a foreign language (EFL) classroom with a conversation analytic (CA) approach. Specifically, the study focuses on the sequential position of the teacher questions, and on their function in the management of classroom activities. Two activities in an intermediate leveled English classroom in Cambodia with students aged 20-24 were recorded and subsequently transcribed according to CA conventions. Thereafter, the teacher questions were identified and categorized. The findings showed that there were five categories of questions used by the teacher; that is, understanding checks, activity managing questions, repair regarding understanding and repair regarding accomplishment of task and lastly topic elaboration questions. Each category of question was used in a specific time in order to manage classroom activities, however, the findings also reveal that questions can interfere with the pedagogical focus when they appear out of context and can limit students’ participation in class.

I den här uppsatsen studeras rådgivning inom ramen för en ideell stödlinje för amningsrådgivning. Uppsatsens övergripande syfte är att visa hur amnings­rådgivningen är strukturerad samt att belysa dess sociala dimensioner. Mönster för att efterfråga och ge råd studeras, liksom hur kunskap om och förhållnings­sätt till amning synliggörs i samtalen. Vidare undersöks hur särskilt känsliga aspekter av amning behandlas i samtalen. Materialet består av 16 telefonsamtal från en ideell amningsrådgivning, med en total samtals­tid om drygt 3,5 timmar. Det analyseras med hjälp av conversation analysis (CA). Analysen visar en stor variation av rådgivningsformat med såväl direkta som indirekta råd. Rådgivningen framstår ofta som en samkonstruktion mellan rådgivare och mot­tagare, där båda arbetar för att positionera inringaren som en kompetent förälder med rätt till självbestämmande. Sam­hälleliga normer och moraliska aspekter av amning blir synliga i den lokala samtals­kon­texten genom att samtals­deltagarna orienterar sig mot dem, och kan ge upphov till inter­aktionella utmaningar.

This thesis investigates human-robot interaction using an Interaction Analysis methodology. Posing the question how humans manage the interaction with a robot, the study focuses on humans and how they adapt to the robot’s limited conversational and interactional capabilities. As Conversation Analytic research suggests that humans always adjust their actions to a specific recipient, the author assumed to also find this in the interaction with an artificial communicative partner. For this purpose a conventional robot was programmed to play a charade game with human participants. The interaction of the humans with the robot was filmed and analysed within an interaction analytic framework. The study suggests that humans adapt their recipient design with their changing assumptions about the conversational partner. Starting off with different conversational expectations, participants adapt turn design (word selection, turn size, loudness and prosody) first and turn-taking in a second step. Adaptation to the robot is deployed as a means to accomplish a successful interaction. The detailed study of the human perspective in this interaction can yield conclusions for how robots could be improved to facilitate the interaction. As humans adjust to the interactional limitations with varying speed and ease, the limits to which adaptation is most difficult should be addressed first.

This study is about the use of three Discourse Markers (henceforth DMs) in news interviews. It is an attempt to demonstrate how well, you know and I mean are employed in news interviews. It also shows what participants accomplish using the DMs as rhetorical devices.

The thesis is an exploratory qualitative analysis of conversations between two out of three leading characters in Woody Allen’s motion picture Hannah and Her Sisters (1986). Due to a perception of invisible power relations, it is hypothesized that what seems like a powerful position in discourse, in fact is an indication of the opposite, and that what seems like a powerless position, is an indication of power. Three features based on scholarship connected to Conversation Analysis (CA), Dyadic Power Theory (DPT) and power relations in verbal interaction are chosen to test the hypotheses: first and second positions in sequences as dicussed by Hutchby (1996), control attempts as elaborated by DPT, and mitigating strategies as argued for by Mullany (2004). Findings confirm the hypotheses, but also reveal ambiguities and contrasting results. Connecting the data to sources based on talk in the private sphere, in particular within family discourse, is mentioned as one way to further illuminate the subject in future research.

Masters of Art / Meaning in human relations has always been based on inferred similarities (Holyoak & Thagard,1995). We are quick to liken the new to an old type. In this study, South African bi- or multilingual citizens post-1994 are perceived to hold the same ethno-linguistic perceptions as their progenitors. This explains the growing amount of literature on bilingual language ideology which is dissected upon the language attitude and space table. Following the same line but from a different perspective, Rampton (1995, 1999, 2003) discusses the relativity involved in labelling a bi- or multilingual repertoire. He suggests that the performative act of a bilingual through his/her linguistic repertoire should be structured according to expertise (instrumental), affiliation(integration) or inheritance (ethnicity). Starting with a note on the attitudinal myth, and closing with possible implications for various educational strata, the research explores Rampton’s notions in a rapidly changing educational context and proposes a revised understanding of ‘appellation’ as a complementary concept, an agentive and non-essentialist form of approaching bi- or multilingual identity enactment. It asserts that each enactment is informed by and carries an element of one or all the other facets of the bi-or multilingual multiply identity. Central to the study’s argument is that a bi-or multilingual is not oblivious of the socio-cultural elements that come with each linguistic capital. So, while earlier literature on identity views appellation as ‘other- ascribed’ identity, this study defines appellation as the construction of ‘self’ using all the elements provided by one’s linguistic basket.Further, with its innovative use of spoken interactional data, the study is able to contribute to the ongoing research on the appropriate medium of instruction in the South African educational system. With a special focus on the primary stage, the study sheds light on the fluidity of bi- or multilingual identity formation and enactment inside and outside the classroom. It uses an analytical framework based on Conversation Analysis, the Ethnography of Speaking, Systemic Functional Linguistics, and Critical Discourse Analysis to test the fit of Rampton’s original categories of inheritance, expertise, and affiliation with learners’ actual conversations.In all, the study in a linguistically substantiated stance, argues for more situated perspectives on the mother tongue based educational policy.