The main purpose of this study is to conduct a contrastive analysis on a corpus of Swedish and Spanish family conversations with respect to two adjacency pairs: opinion-agreement/disagreement (OADs) and offer-acceptance/rejection (OARs). On one hand, from a structural perspective, based on the methodology of Conversation Analysis, one of the objectives is to observe how (dis)preferred turns of the OADs and OARs are managed by the interlocutors. On the other hand, from a functional perspective, based on the methodology of Sociocultural Pragmatics, the intention is to study how face is constructed and how politeness is managed by the family members when expressing OADs and OARs. The structural analysis of OADs and OARs shows that the majority of agreements and acceptances follow the rules for preferred turns proposed by orthodox conversation analysts, i.e. they appear directly after the first part of the adjacency pair (opinion or offer), and they are brief and unambiguous. However, the structural analysis also reveals that 70% (Swedish corpus) and 72% (Spanish corpus) of the disagreements as well as 64% (Swedish corpus) and 70% (Spanish corpus) of the rejections have a tendency to not follow the proposed rules for dispreferred turns, i.e. they are not delayed or accompanied by hesitations, justifications, etc. and nor are they evaluated as dispreferred by the participants. This indicates that social perspective, especially face, has to be considered when deciding what is considered (dis)preferred. The functional analysis of the OADs indicates that the majority of the disagreements in both Swedish (68%) and Spanish (79%) corpus are not mitigated, but rather are expressed in a fairly direct manner. Swedes tend to avoid disagreements, and therefore we expected to find a major difference between the two groups. One explanation could be that family members enjoy close relationships, and therefore the Swedes feel free to express their disagreements. As for the impact on the family members face, in both groups, it is both autonomy face and affiliation face that are influenced when OADs are expressed. As for agreement, for example, it is usually autonomy face that is affected. We interpret this as a way for the participants to show that both speakers and listeners have valuable opinions that deserve to be both voiced and commented on. This reveals the more discursive (rather than ritual) nature of OADs. In addition, the functional study of OARs shows that acceptances and rejections in both corpora are expressed using both ritual and attenuating politeness according to the norms required by the situation. Concerning the impact on face, autonomy face has different requirements in the two cultures: in the Swedish conversations, it is important to offer food without insisting several times, and in the Spanish corpus, it is important to offer food more than one or two times, and there is also a tendency to refuse the offer several times before accepting it. Therefore, according to one’s situational role, one has to know how to both give and receive offers, which points to the more ritual nature of OARs. Finally, we want to emphasize that by adding a social perspective to the structural one, we can interpret the meaning of the conversations in a way that provides a broader understanding of what is being said as participants express OADs and OARs.

Le sujet de la gestion du risque m’a toujours interpelée, surtout après que j’ai vécu deux ouragans et un tremblement de terre dévastateurs au Salvador. Bien qu’on ait assez écrit sur le sujet en le reliant souvent aux changements climatiques, on ne sait pas comment les organisations gouvernementales et civiles vivent cette gestion du risque au quotidien. À partir d’une étude ethnographique de la Commission de la protection civile de la Mairie de Tecoluca au Salvador, j’observais les processus qui se mettent en place dans la recherche et l’analyse des facteurs structuraux causant les situations de vulnérabilité. Pour ce faire, j’adoptais une approche basée sur l’étude des interactions, mobilisant les théories de la cognition distribuée et de l’acteur réseau. Comme je le montre, la gestion du risque, vue comme un processus participatif, se caractérise, d’une part, par la coopération et la coordination entre les personnes et, d’autre part, par la contribution d’outils, de technologies, de documents et de méthodes contribuant à la détection de risques. Ceci exige la mobilisation de connaissances qui doivent être produites, partagées et distribuées entre les membres d’un groupe à travers les divers artéfacts, outils, méthodes et technologies qu’ils mobilisent et qui les mobilisent. À ce sujet, la théorie de la cognition distribuée permet d’explorer des interactions qui se produisent au sein d’un groupe de travail en se focalisant sur ce qui contribue à l’acte de connaitre, conçu comme une activité non pas seulement individuelle, mais surtout collective et distribuée. Par ailleurs, la théorie de l’acteur-réseau me permet, quant à elle, de montrer comment dans l’exécution de cette tâche (la gestion du risque), la contribution active d’acteurs non humains, tant en soi qu’en relations avec les acteurs humains, participe de l’activité de détection et de prévention du risque. / The subject of risk management has always interested me, especially after I lived through two hurricanes and a devastating earthquake in El Salvador. Although there is a lot of literature on this subject, often linked to the question of climate change, we do not know how governmental and civil organizations deal with risk management on a daily basis. Based on an ethnographic study of the Civil Protection Commission of the mayoralty of Tecoluca, El Salvador, I observed processes that are taking place in the research and analysis of structural factors causing situations of vulnerability. To do this, I adopted an approach based on the study of interactions, involving the theory of distributed cognition and actor-network theory. As I show, the risk management seen as a participatory process is characterized, on one side, by the cooperation and coordination of individuals and, on the other side, by the contribution of tools, technologies, materials and methods that contribute to the detection of risk. This requires the mobilization of knowledge that must be produced, shared and distributed among the members of a group through the various artefacts, tools, methods and technologies that they mobilize and that mobilize them. In this regard, the theory of distributed cognition allows me to explore the interactions that occur within a working group by focusing on what contributes to the act of knowing, an activity is not just individual but also collective and distributed. Moreover, the actor-network theory allows me to show how in the execution of this task (risk management), the active contribution of non-human actors, both by themselves and in relation to human actors, participates in activities of detection and risk prevention.

This thesis examines how very young children (1-3 years) organize participation during naptime, a recurrent activity of everyday life in preschools. Focus is on how these children practice their social and cultural understandings of the local order and thus establish various local orders as part of how they shape their peer cultures and the routines of the naptime. An ethnomethodological and conversation analytic (EM/CA) perspective is used to explore the organisation of the local orders oriented to by the children in their participation during naptime. A special interest is directed at how small children use embodied actions and various semiotic resources as they actively take part in this preschool routine. The data, collected during fieldwork with participant observations, consist of video recordings and field notes. The recordings are analysed using EM/CA methods, including detailed attention to embodied features of interaction along with spatial and material arrangements. Transcriptions of interaction comprise representations of both verbal and visual aspects, e.g. gestures, gaze and movement through the room. The study shows that naptime involves more than sleep. It is demonstrated how very young children, through interaction with each other and the pedagogues, are active agents in sustaining, creating, re-creating and challenging the local orders of naptime. Through embodied actions and the use of various semiotic resources, the children are able to create time and space for their own peer cultures within this institutional routine. Overall, the study sheds light on the sophisticated ways in which very young children use their knowledge of cultural and institutional routines – the spatial organisation of sleep mattresses, artefacts (e.g. blankets, pacifiers and soft toys) and the sequential structures of the naptime – to constitute spaces for play and joyful interaction with peers and pedagogues. In spite of their sometimes limited vocal language, these very young children are able to use a variety of semiotic resources to constitute their own social life within naptime, often through secondary adjustments to institutional and adult structured order.

The subject of this study is language use in a special type of social activity: the exchange of goods, services and information in a commercial setting. The main aim is to gain an understanding of the work that shop assistants perform using language. In the analysis, the focus is on verbal routine work. One part of the analysis thus entails mapping the typical utterances and conversational sequences related to such activities. Another part involves investigating how much non-task-oriented interaction the various activities require or “tolerate”, for instance, in the form of “small talk”. A central theme in the study is the interactants’ conversational rights and obligations, from the perspective of politeness theory, especially Fraser’s theory of the conversational contract. The service encounters are categorised as activity types, according to Levinson’s activity theory. In the comparative parts of the study, the concept of pragmeme is used as a tool to examine different realisations of prototypical situated communicative acts. The empirical material consists of authentic conversations, analysed by methods borrowed from conversation analysis. The conversations were recorded at a supermarket checkout till, a deli counter with manual service and an information desk in a bookshop. It turned out that only a few of the customer conversations were without complications. At the supermarket till, for instance, only one out of four conversations was completely routine and unproblematic. Also presented is a diachronic investigation of the norms relating to service encounters that have been taking place in shops since the 1940s. The main sources here are manuals and study materials for shop employees, together with interviews and material gathered from role playing. In this part of the study, a number of features in the historical change process are described, for instance in the manner of addressing people and the use of politeness expressions.

在交談中在人們的交談中，順暢不間斷的話語是很少存在的。說話者對話語的修復 (repair)才是口語會話中普遍存在的現象。而修復的使用會因為可執行的語用功能有所不同，同時也可能受到學習者的語言程度而有所影響。過去國內外已有許多關於自我修復的研究，但是針對以華語為第二外語學習者的自我修復現象，則尚未見到較為深入的研究。本研究主要為了瞭解華語學習者使用的修復方式 (repair) 以及語用功能 (Pragmatic Function) 和他們的華語程度之間的關係。 為達研究目的，本研究採用實地錄製而來的語料分析。 一共使用九份語料， 受試者來自不同的國家學習華語者，年齡層約介於19-30歲之間。依他們的華語程度分成中級、中高級、高級三個等級。 在每個等級中，皆採用三份會話語料，而這三份會話語料之受試者性別分別是男女、女女、男男，總共採用18名受試者的語料，他們彼此的關係都是好朋友或為同班同學。每筆語料約擷取三十分鐘的長度，對話的形式則是面對面的、未經事先計畫的真實、自然的互動。 語料蒐集後，依照不同的修復方式分為：重複、補全、詳述、替代、重啟、重組六種；說話者的語用功能為：保留話輪、補充說明、更正、確認。所有語料經過分類統計過後，結果發現：1.程度較高的學習者修復次數比程度低的多；2.說話者做的詞彙方面的修復頻率高於句法方面的修復；3.說話者使用的修復方式受到語用功能與句法的影響，其偏好順序為：重複、詳述、替代、補全、重啟、重組；4.說話者為保留話輪使用重複多於補全與重啟；為補充說明說話者使用詳述多於替代與重組；為確認使用重複多於替代與補全；5.說話者的程度不影響為保留話輪與確認所做的修復方式，只有在補充說明此功能中的替代這種方式有顯著差異。 / Many linguists have found that perfect utterances do not actually exist all the time during a conversation. In fact, an unclear message is usually sent and need to be Repaired. This study aims to investigate self-Repairs made by Chinese learners, in particular with respect to inter-relationships among repair types, the pragmatic functions of repairs, and the speaker’s language proficiency. Data analyzed in this study are collected from nine dyadic, face-to-face daily conversations, each lasting at least 30 minutes. There are 18 participants from different countries aged between 19 and 30. They are divided into three different groups according to their language level. In order to see whether the different interactions between Repair types, pragmatic functions and speaker’s proficiency is significant or not, this study will use ANOVA to analyze those data. The findings are as follows: For the pragmatic function of Floor-holding, speakers use Repeat more than Complete and Restart. For the pragmatic function of Clarification, Elaboration is the type most frequently used, and then follows the types Replace and Reorder. For the pragmatic function of Confirmation, Repeat is also the most favored type. With the speaker’s language level taken into consideration, this study finds that interlocutors’ proficiency does not influence the choice of Repair types to serve the pragmatic function of Floor-holding and Confirmation. The only significant difference found in the pragmatic function of clarification is found in intermediate level and high level.

Afasi medför en språklig och kommunikativ begränsning för personer med afasi vid samspel med andra individer. Syftet med föreliggande studie är att undersöka interaktion mellan personer med afasi, samt mellan afasigruppsledare och deltagare i en afasigrupp under behandlingssituationer. Tre afasigrupper, med sammanlagt elva afasigruppsdeltagare och fyra afasigruppsledare deltog i föreliggande studie. Datainsamling skedde via videoupptagning samt ljudinspelning. Det insamlade materialet transkriberades och analyserades enligt samtalsanalytiska principer. Utöver videofilmning och ljudinspelning har deltagarna med afasi även testats med delar ur det neurolingvistiska testet A-ning. Resultat från föreliggande studie visar att utförandet av behandlingsövningar är föränderligt vid gruppintervention, där både afasigruppsdeltagare samt afasigruppsledare påverkar utförandet. Enligt tidigare forskning kan interaktion under intervention vanligen vara av institutionell karaktär. Gruppintervention i föreliggande studie har dock visat sig kunna avvika från detta system. Resultaten i föreliggande studie visar även att afasigruppsledaren använder sig av ett tydligare socialt fasadarbete under intervention i jämförelse med det sociala fasadarbetet mellan två afasigruppsdeltagare. Strategier som syftar till att stärka kommunikations- och språkförmåga hos afasigruppsdeltagaren har identifierats hos både afasigruppsledare och afasigruppsdeltagare i föreliggande studie. Föreliggande studie har gjort en beskrivning av hur interaktionen kan te sig vid behandling i afasigrupp. Emellertid finns ett fortsatt behov av att studera interaktion i afasigrupper för att synliggöra strategier som kan underlätta samspelet mellan samtliga samtalsdeltagare. / Aphasia is a language and communication impairment, which affects interaction with other individuals. The purpose of the present study is to investigate and describe interaction between people with aphasia and between the leaders and the participants in an aphasia group during treatment sessions. Three aphasia treatment groups, with a combined total of eleven aphasia group participants and four aphasia group leaders participated in the present study. Data was collected through audio and video recording. The recordings were transcribed and analyzed according to principles from Conversation Analysis. In addition to the video and audio recording, the participants with aphasia were also tested with parts of the Swedish neurolinguistic test A-ning. The results of the present study demonstrated that the execution of treatment tasks can change in interaction during group treatment sessions. Both aphasia group participants and aphasia group leaders were shown to have an influence on changing the characteristics of treatment tasks. Previous research has shown that interaction in intervention usually is institutional by nature. However, the interaction during group treatment in the present study was occasionally deviating from this system. The results of the present study also show that aphasia group leaders use face work more frequently in intervention, compared to the aphasia group participants. Strategies, which strengthen communication and language ability in persons with aphasia during interaction, are used by leaders as well as by participants in aphasia treatment groups. The present study has made a description of how interaction may appear in therapy in aphasia treatment groups. However, there is a continuous need to study interaction during aphasia treatment groups in order to identify strategies that may further facilitate interaction between all the participants in the group.

I Sverige beräknas 130 000 människor leva med en medelsvår till svår demenssjukdom. Demens är en övergripande diagnos för en samling sjukdomar där kognitiva nedsättningar är utmärkande och kommunikativa förmågor påverkade. I tidigare studier har det undersökts hur personer med demens kommunicerar med en samtalspartner utan demens, men hur personer med demens kommunicerar med varandra är fortfarande relativt outforskat. Syftet med föreliggande studie var att undersöka och beskriva hur personer med en demensdiagnos samtalar med varandra och hur de hanterar samtalsämnen och ämnesbyten. Studien genomfördes på en daglig verksamhet för personer med demensdiagnos, där totalt tre samtal spelades in. Ett av samtalen, omfattande 40 minuter, valdes ut för transkription och analyserades enligt samtalsanalytiska principer (CA). I det utvalda samtalet valdes sekvenser ut. Sekvenserna exemplifierade olika typer av ämnesbyten. För en utökad bild av samtalets ämnesflöde gjordes även en topikal analys, där samtalet delades in i totalt 14 olika episoder. I samtalet deltog sex personer med demensdiagnos samt föreliggande studies två författare. Exempel på ämnesbyten som påträffades i det analyserade samtalet var koherenta ämnesbyten i form av preannonseringar, koherent återinförande av ämne och ämnesglidningar. Icke-koherenta ämnesbyten förekom i samtalet i form av icke-koherent återinförande av ett ämne. Samtalet innehöll också exempel på digressioner och inskott. För en utomstående betraktare föreföll det ibland som om deltagarna saknade gemensam grund för samtalet, vilket till synes inte uppmärksammades av samtalsdeltagarna. En slutsats som dras utifrån detta är att för deltagarna är samtalsaktiviteten viktigare än själva innehållet i samtalet. I det aktuella samtalet återkom ofta samma historia och samtalsämne flera gånger. De olika samtalsämnena som uppstod under samtalet hade oftast ett övergripande tema som handlade om hur det var förr i tiden, när deltagarna var unga eller barn. / In Sweden, approximately 130 000 persons suffer from moderate to severe dementia. Dementia is a collective diagnosis for a collection of diseases in which cognitive impairments are distinctive, and communicative abilities are affected. Earlier studies have investigated how people with dementia communicate with an interlocutor without dementia. How people suffering from dementia communicate with each other is still relatively unexplored. The purpose of the present study is to investigate and describe how people suffering from dementia interact with each other, and how they handle topics and topic shifts. The present study was conducted on a day center for people with dementia diagnoses, where a total of three conversations were recorded. One of the conversations, comprising 40 minutes, was transcribed according to conversation analytic principles. From the selected conversation, sequences showing different types of topic changes were selected and exemplified. For an expanded view of the conversation’s topical flow, a topical analysis was made, where the conversation was divided into a total of 14 different episodes. The conversation involved six people with dementia and the two authors of the present study. Examples of topic shifts found in the analyzed conversation were coherent topic shifts in the form of pre-acts, coherent renewal of topic and topic shading. Non-coherent topic shifts occurred in the conversation in the form of non-coherent renewal of a topic. The conversation also contained examples of digressions and inserts. To the outside observer, it seemed at times as if the participants had no common ground for the conversation, which was not noticed by the participants of the conversation. One conclusion drawn from this is that for the participants, the activity is more important than the actual content of the conversation. In the current conversation, the participants returned to the same story and the same topic several times. The different topics occurring during the conversation usually had an overall theme which was what it was like in the old days, when the participants were young or children.

This thesis presents a study of the production of literacy practices in Year 10 English lessons in a culturally diverse secondary school in a low socio-economic area. The study explored the everyday interactional work of the teacher and students in accomplishing the literacy knowledge and practices that count for subject English. This study provides knowledge about the learning opportunities and literacy knowledge made available through the interactional work in English lessons. An understanding of the dynamics of the interactional work and what that produces opens up teaching practice to change and potentially to improve student learning outcomes. This study drew on audio-recorded data of classroom interactions between the teacher and students in four mainstream Year 10 English lessons with a culturally diverse class in a disadvantaged school, and three audio-recorded interviews with the teacher. This study employed two perspectives: ethnomethodological resources and Bernsteinian theory. The analyses of the interactional work using both perspectives showed how students might be positioned to access the literacy learning on offer. In addition, using both perspectives provided a way to associate the literacy knowledge and practices produced at the classroom level to the knowledge that counted for subject English. The analyses of the lesson data revealed the institutional and moral work necessary for the assembly of knowledge about literacy practices and for constructing student-teacher relations and identities. Documenting the ongoing interactional work of teacher and students showed what was accomplished through the talk-in-interaction and how the literacy knowledge and practices were constructed and constituted. The detailed descriptions of the ongoing interactional work showed how the literacy knowledge was modified appropriate for student learning needs, advantageously positioning the students for potential acquisition. The study produced three major findings. First, the literacy practices and knowledge produced in the classroom lessons were derived from the social and functional view of language and text in the English syllabus in use at that time. Students were not given the opportunity to use their learning beyond what was required for the forthcoming assessment task. The focus seemed to be on access to school literacies, providing students with opportunities to learn the literacy practices necessary for assessment or future schooling. Second, the teacher’s version of literacy knowledge was dominant. The teacher’s monologues and elaborations produced the literacy knowledge and practices that counted and the teacher monitored what counted as relevant knowledge and resources for the lessons. The teacher determined which texts were critiqued, thus taking a critical perspective could be seen as a topic rather than an everyday practice. Third, the teacher’s pedagogical competence was displayed through her knowledge about English, her responsibility and her inclusive teaching practice. The teacher’s interactional work encouraged positive student-teacher relations. The teacher spoke about students positively and constructed them as capable. Rather than marking student ethnic or cultural background, the teacher responded to students’ learning needs in an ongoing way, making the learning explicit and providing access to school literacies. This study’s significance lies in its detailed descriptions of teacher and student work in lessons and what that work produced. It documented which resources were considered relevant to produce literacy knowledge. Further, this study showed how two theoretical approaches can be used to provide richer descriptions of the teacher and student work, and literacy knowledge and practices that counted in English lessons and for subject English.

Young children’s peer interactions involve their use of interactional resources to organise, manage and participate in their social worlds. Investigation of children’s employment of interactional resources highlights how children participate in peer interaction and their social orders, providing insight into their active construction and management of their social worlds. Frequently, these interactions are described by adults as ‘play’. The term play is often used to describe children’s activities in early childhood education, and constructed in three main ways: as educative, as enjoyable, and as an activity of children. Play in educational settings is often constructed, and informed by, adult agendas such as learning and is often part of the educational routine. This study shows how children work with a different set of agendas to those routinely ascribed by adults, as they actively engage with local education orders, and use play for their own purposes as they construct their own social orders. By examining children’s peer interactions, and not describing these activities as play, the focus becomes the construction and organisation of their social worlds. In so doing, this study investigates some interactional resources that children draw upon to manage their social orders and organise their peer interactions. This study was conducted within an Australian, non-government elementary school. The participants were children in a preparatory year classroom (children aged 4 – 6 years). Over a one month period, children’s naturally occurring peer interactions within ‘free play’ were video-recorded. Selected video-recorded episodes were transcribed and analysed, using the approaches of ethnomethodology, conversation analysis and membership categorization analysis. These methodologies focus on everyday, naturalistic data, examining how participants orient to and produce social action. The focus is on the members’ perspectives, that of the children themselves, as they interact. Ethnomethodology, conversation analysis and membership categorization analysis allow for in-depth examination of talk and action, and are used in this study to provide a detailed account of the children’s interactional strategies. Analysis focused on features of children’s situated peer interaction, identifying three interactional resources upon which the children drew as they constructed, maintained, and transformed their social orders. The interactional resources included: justification; category work, in particular the category of mother; and the pretend formulation of place. The children used these interactional resources as a means of managing peer participation within interactions. First, the children used justification to provide reasons for their actions and to support their positions. Justifications built and reinforced individual children’s status, contributing to the social organisation of their peer group. Second, the children negotiated and oriented to categories within the pretend frame of ‘families’. The children’s talk and actions jointly-constructed the mother category as authoritative, enabling the child, within the category of mother, to effectively organise the interaction. Third, pretense was used by the children to negotiate and describe places, thus enabling them to effectively manage peer activity within these places. For a successful formulation of a place as something other than it actually was, the children had to work to produce shared understandings of the place. Examining instances of pretense demonstrated the highly collaborative nature of the children’s peer interactions. The study contributes to sociological understandings of childhood. By analysing situated episodes of children’s peer interaction, this study contributes empirical work to the sociology of childhood and insight into the interactional work of children organising their social worlds. It does this by closely analysing social interactions, as they unfold, among children. This study also makes a methodological contribution, using ethnomethodology, conversation analysis, and membership categorization analysis in conjunction to analyse children’s peer interactions in an early childhood setting. In so doing, the study provides alternative ways for educators to understand children’s interactions. For example, adult educational agendas, such as the educative value of play, can be applied to examine children’s family play, highlighting the learning opportunities provided through pretend role play, or indicating children’s understanding of adult roles. Alternatively, the children’s interaction could be subjected to fine-grained analysis to explicate how children construct shared understandings of the category of mother and use it to organise their interaction. Rather than examining the interaction to discern what children are learning, the interaction is examined with a focus on how children are accomplishing everyday social practices. Close analysis of children’s everyday peer interaction enables the complex interactional work of managing, and participating in, social order within an early childhood setting to be explicated. This offers educators insight into children’s social worlds, described not as play, but as the construction and negotiation of social order.

Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2007. / Bibliography: 269-288. / Introduction -- Literature review -- Methodology/theoretical considerations -- Negotiation as a choice -- Initiating negotiation sequences -- The response and final turns in negotiation sequences -- Repetition in negotiation of understanding -- Management of talk through pauses -- Observations and conclusion. / The role of negotiation has been investigated in the field of second language acquisition for over twenty years, however, limited attention has been given to negotiated peer interaction with younger learners. Moreover, related studies sometimes include baseline data of the English native speaker in native and nonnative dyads, but negotiation and its relevance to the nonnative speaker's first language is usually not examined. This study investigates how children negotiate partial or non-understanding in their first as well as in a second language (LI and L2), allowing an identification of similarities and differences in intra- and inter-language negotiation. -- Drawing on a mainly qualitative analysis of task-based interaction by 24 Australian-English and 24 Japanese school children (11-12 year olds), this cross-sectional study looks in a comprehensive way at functions and forms of negotiated interaction in their LI and between LI and L2 speakers of English. It establishes a framework, which permits understanding of the negotiation process and its contribution to language learning. In addition, the study teases out the role of Same-speaker and Other-speaker repetition, showing that all repetition can facilitate the learner's language development. Another innovative contribution of the research is that it addresses pragmatic features such as silent and voiced pauses and their impact on negotiation. -- This investigation advances our understanding in regard to analyses of specific negotiation features that have received little consideration so far. Furthermore, comparisons of LI patterns and norms allow for a grounded and informed approach when addressing L1/L2 interactions. The findings reveal that LI interactions can vary quite considerably from L1/L2 interactions, which raises issues relevant to language learners, teachers and linguists. / Mode of access: World Wide Web. / xii, 316 leaves ill