Linguistics has developed elaborate accounts of the <u>social</u> aspects of language use - 'how to do things with words' - but the <u>emotional-dynamic</u> aspects have hitherto received less attention. Such discussions of emotive or affective meaning as there have been have tended to concentrate on the linguistic resources that are coded into the language system, rather than the dynamics of emotional interaction enacted through language use. The clinical discipline of Kleinian psychoanalysis, by contrast, has made emotional dynamics its central concern. Furthermore the main tool of the psychoanalyst's trade is the verbal interpretation of the patient's material, much of which is itself verbal. These factors have led to the development in Kleinian psychodynamic theory of a particularly rich vocabulary for understanding emotional-dynamic interaction, and specifically those aspects which are verbally enacted. The goal of this thesis is to outline a linguistic theory of emotional dynamics based on insights derived from Kleinian psychoanalysis. It aims to extrapolate from a clinical context Kleinian ideas that can be integrated with those of the school of Linguistic thought that has emphasised the dynamic aspects of locally-managed discourse meaning.

Cette thèse porte sur l’intervention de locuteurs natifs dans un système d’apprentissage autodirigé pour la formation de futurs enseignants de FLE. L’enjeu est d’étudier les modalités d’intervention de locuteurs natifs, l’aide qu’ils apportent, la façon dont ils procèdent pour aider les apprenants à réaliser leur programme d’apprentissage. Nous étudions également la possibilité de les faire intervenir à distance en expérimentant un dispositif de conversation entre natif et non natif en visioconférence. L’analyse de ces conversations exolingues se situe à la croisée de l’analyse conversationnelle et de la linguistique interactionnelle. D’un point de vue méthodologique cette thèse s’appuie sur une démarche qualitative et privilégie l’usage de l’entretien semi-directif et de l’analyse de conversations exolingues, Le corpus se compose de deux entretiens auprès de concepteurs de dispositifs et de dix conversations entre natifs et non natifs en visioconférence. Ainsi nous analysons certains aspects linguistiques : la gestion des thèmes ; la gestion de l’interaction, la négociation de sens ; et didactiques, les stratégies d’apprentissage et les rôles du locuteur natif : informant linguistique et culturel et partenaire communicatif. Dans notre contexte d’apprentissage autodirigé, les conversations à distance entre natifs et non natifs sont majoritairement initiées par les locuteurs non natifs. Les conversations présentent plusieurs moments de négociation du sens, des reformulations, et des demandes de clarification qui permettent aux locuteurs non natifs d’apprendre, et aux locuteurs natifs de jouer leurs rôles en se servant soit du langage verbal soit du langage non verbal. Les résultats de l’expérimentation permettent de constater que la visioconférence ne présente aucun inconvénient à la réalisation de conversations à visée d’apprentissage en contexte d’auto direction / This thesis concerns native speakers' intervention in a system of self-directed learning for the training of future teachers of French foreign language. The stake is to study the modalities of native speakers' intervention, the help which they bring, the way they proceed to help the learners to complete their learning program. We also study the possibility of bringing in them at a distance by experimenting a device of conversation between native and not native speakers in video conference. The analysis of these exolingual conversations is situated between the interactive analysis; and of the interactional linguistics. From a methodological point of view this thesis leans on a qualitative approach and favors the use of the semi-directive interview and the analysis of exolingual conversations, the corpus consists of two conversations with designers of devices, and ten conversations between natives and nonnatives speakers in video conference. We analyze some linguistic aspects such as: the management of the themes; the management of the interaction, the negotiation of sense; and didactic aspects such as, the learning strategies and the roles of the native speaker: linguistic and cultural informant and communication partner. In our context of self-directed learning, the remote conversations between native and nonnative speakers are mainly introduced by the nonnative speakers. The conversations countain several moments of meaning negotiation, reformulations, and requests of clarification which allow the nonnative speakers to learn. These moments also allow the native speakers to play their roles by using either the verbal language or the non verbal language. The results of the experiment allow to notice that the video conference presents no inconvenience to the realization of conversations aimed at language learning in self-directed learning context

The field of expertise studies offers several models from which to develop training programs that accelerate the development of novice performers in a variety of domains. This research study implemented two methods of expertise-based training in a course to develop undergraduate peer academic coaches through a ten-week program. An existing training curriculum was enhanced by implementing results gleaned from a preliminary expert performance study, in which the superior, reproducible performance of seasoned professionals (counselors and academic advisors working with undergraduate students at a large Midwestern research university) was analyzed. Part-task, observational training activities were created for the expertise-based (XBT) training group while whole-task, simulation-based activities were created for the expert performance based (ExPerT) training group. Trainee performance in four targeted skill sets (asking questions, reflective listening, noticing reactions, and providing feedback) indicated few significant differences between the XBT and ExPerT training groups. The ExPerT group demonstrated a greater number of evocative statements, aimed at helping coaching clients change behaviors. Overall, the utility of the expert performance approach in developing training in various domains is promising, particularly if an appropriate balance of part-task and whole-task training activities can be found.

The aim of this study is to examine how book conversations goes in the swedish education in grade 3, and also which perception teachers have of book conversations in their own education. The survey is supported by theories that focuses on book conversations in the education. These are text to text, text to world, text to self, qualitative book conversation, multi-purpose classroom, proximal zone and scaffolding. To achieve the aim, following questions has been formulated: • How do book conversations go in the swedish education in grade 3? • Which perception do teachers have on book conversations in their own education? In summary, the results of this study are that there are three types of book conversations in the swedish education called a structural book conversation, open book conversations and closed book conversations. These three types of book conversations explain how book conversations go in the swedish education in grade 3. Beyond this, the results of this study are also that teacher’s perception on book conversation in their own education are that book conversations are significant and of importance in the swedish education.

This thesis examines a previously unstudied site of interaction: the constituency office. At the constituency office, Members of Parliament (MPs) hold MP surgeries , during which they help constituents to solve their personal difficulties. This thesis provides the first analysis of interactions at the constituency office. It is the only place where ordinary citizens can meet their MP; as such, it also provides the first analysis of face-to-face, unmediated interactions between politicians and their constituents. For this study, 12.5 hours of interactional data were recorded at the office of an MP in the United Kingdom, comprising over 80 encounters between office staff, the MP, and their constituents. The MP was of the majority ( government ) party at the time of recording. The data were analyzed using conversation analysis (CA), in order to investigate how the social activities of the constituency office were accomplished through interaction. The first analytic chapter reveals the overall structure of constituency office encounters, as well as examining what constituents say when they call or visit the office, and how they express that they are in need of assistance. This chapter finds that constituents avoid making direct requests of their MP, and instead use narrative descriptions. These descriptions manage interactional challenges including the unknown nature of the institution (Stokoe, 2013b), contingency and entitlement (Drew & Curl, 2008), reasonableness and legitimacy (Edwards & Stokoe, 2007; Heritage & Robinson, 2006), and recruitment (Kendrick & Drew, 2016). The second analytic chapter examines the action of offering, and finds it to be the central mechanism for transacting service. The staff use different offer designs to index different nuances in the offering action, such as asking permission or confirming an activity. Both the first and second analytic chapters show that systematic deployment of offers help control the direction of the encounters and tacitly instruct constituents as to what services are available. Furthermore, both of these chapters show the flexibility participants employed in turn design and action ascription, which extends previous descriptions of how requests and offers are constructed (Couper-Kuhlen, 2014; Curl, 2006) and supports recent calls for a more nuanced approach to action description from conversation analysts (Kendrick & Drew, 2014; Sidnell & Enfield, 2014). The third analytic chapter investigates the ostensibly political context of the constituency office, and how the MP and constituents raise political topics in conversation. The chapter finds that the term political is challenging to define in live interactions, and relies on the concept of politicizing (Hay, 2007) statements that upgrade (or downgrade) a topic into greater (or lesser) public and governmental concern. Both the MP and constituents were found to initiate political topics, but in different ways. The MP initiated political topics in explicit references to government, in order to provide evidence that the government was aligned with constituents interests. The constituents initiated political topics in vague and indirect references to recent policy changes, and avoided implicating the MP in any criticisms. The findings suggest that constituents privilege interactional norms (such as not criticizing a co-present interlocutor) over any potential interest in making political critiques. The chapter also discusses what impact these findings may have on concepts such as power and evasion . The final analytic chapter assesses the concept of rapport , finding that it is difficult for both participants and analysts to determine long-term outcomes from local, interactional occurrences in interaction. Rapport is important for MPs who may be attempting to build a personal vote relationship with constituents, but this chapter also finds that constituents have a stake in building rapport in order to receive the best (or any) service. The chapter finds that while traditional practices for building rapport , such as doing small talk or finding common ground, are problematic to employ and assess from an interactional perspective, other local outcomes such as progressivity (Fogarty, Augoustinos & Kettler, 2013) and affiliation (Clark, Drew & Pinch, 2003) may be more useful indicators of positive interactions. This chapter concludes that we need a more nuanced, and interactionally-based, framework to train practitioners (and clients) in effective communication practices. This thesis challenges the conversation analytic literature by finding that the constituency office setting revolves around a more flexible ascription of requests than many studies have previously accepted, and that we can analyze actions as if on a spectrum, rather than in bounded categories. The thesis also contributes to the political discourse literature by finding that constituents activities at the constituency office are strongly influenced by interactional norms, rather than political attitudes. Finally, this thesis provides a basis from which to study the constituency office, as a site of service interaction.

Pode a escuta forjada na prática clínica interceder por proposições educacionais singulares? A partir dessa pergunta a tese se desdobra em exercícios conceituais e práticos na busca de abertura de interfaces entre clínica e educação, atenta às interpelações do fora e ao movimento da vida. Nessa composição, ganha relevância o conceito de ressonância, como uma abertura para o mundo que produz, simultaneamente, uma experiência de si. A partir da proposição de um estado de escuta, ou de um posicionamento orientado pela escuta clínica, a escrita se faz no acompanhamento de experiências escolares, conversas com alunos e um processo de formação de formadores. Essa conversa serve para precisar o funcionamento dessa escuta ao mesmo tempo em que abre um campo de questões entre a clínica e a educação. / How can an active clinical listening mediate an unique education based on singular experiences? In attempting to answer this central question, the thesis does an interchange between clinic and education. This dynamic was composed by the developed of concepts and practical activities. The mediation created in this thesis has grounded by the author\'s experiences of being in school environment; the conversations with students and the process of training school\'s leaders who train others school staff. It is important to say that the inputs from outside and the movement of life were taken on board. The configuration of the thesis, the concept of Resonance developed by Jean Luc Nancy became deep-seated. The thesis specifies and clarifies the function of the clinical listening in an education setting. It also inevitably opens relevant concerns between clinic and education.

Orientador: Edwiges Maria Morato / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-14T22:59:34Z (GMT). No. of bitstreams: 1 Hebling_CarolinaBarbosa_M.pdf: 658061 bytes, checksum: ab69bb0efe0ded95c5ee091c4461e199 (MD5) Previous issue date: 2009 / Resumo: A reformulação, fenômeno extremamente produtivo na linguagem cotidiana, é uma atividade de composição textual e de (re)organização discursiva, na qual o falante produz um enunciado lingüístico que reformula um outro prévio, adequando-o de acordo com suas intenções comunicativas e à situação interativa em curso. Levando em conta a recorrência deste fenômeno também na linguagem comprometida pela afasia, este trabalho tem por objetivo a caracterização das atividades de reformulação na conversação entre afásicos e não-afásicos, a partir de uma perspectiva sócio-cognitiva (Vygotsky, 1934; Tomasello, 1999, Marcuschi, 2003; Koch, 2004; Morato, 2007). Partindo da hipótese de que, ainda que apresentem dificuldades de (meta)linguagem, afásicos não deixem de atuar competentemente com relação à atividade reflexiva que o uso da linguagem constitui nestas instâncias reformulativas, estabelecemos algumas indagações norteadoras: i) quais elementos ancoram os processos de (re)construção do sentido na presença de diversos déficits lingüísticos, parafasias, agramatismos, dificuldades em encontrar palavras, etc.? ii) como se articulam os processos lingüísticos e interacionais nas atividades reformulativas que os sujeitos empreendem na interação para ajustar as condições de produção do sentido no texto conversacional? iii) o que a afasia, como perturbação da metalinguagem, implica para estas atividades (meta)reformulativas? E, finalmente, iv) se a reformulação implica uma tomada de consciência sobre o objeto lingüístico, o que a relação entre reformulação e reflexividade lingüística pode revelar sobre as relações entre linguagem e cognição nas afasias? Retomando de maneira crítica a bibliografia produzida tradicionalmente no campo da Neurolingüística sobre o fenômeno, chamamos atenção, em alternativa a uma abordagem cognitivista, à possibilidade de um tratamento lingüístico sócio-cognitivo dos processos reflexivos (meta/epilingüísticos), constitutivos das atividades de reformulação na linguagem de afásicos e não-afásicos. Uma vez identificados em um corpus de conversações entre afásicos e não-afásicos os tipos, marcas e funções da reformulação para falantes afásicos e não-afásicos, poderemos adensar o entendimento das semelhanças e diferenças que se apresentam para os falantes afásicos e não-afásicos no que toca às estratégias textuais-interativas. / Abstract: Reformulation, an extremely productive phenomenon in everyday language, is an activity of textual composition and discourse (re)organization in which the speaker makes a linguistic statement recasting a previous one, adjusting it according to their communicative intentions and to the ongoing interactive situation. Taking into account the recurrence of this phenomenon also in the language impaired by aphasia, this work aims at characterizing the activities of reformulation in conversations between aphasics and non-aphasics from a social cognitive perspective (Vygotsky, 1934, Tomasello, 1999, Marcuschi, 2003, Koch, 2004; Morato, 2007). On the assumption that even in present of (meta)linguistic difficulties aphasics do not cease to act competently in relation to the activity that the reflexive use of language implies in these instances, some guiding questions are established: i) which elements anchor the processes of (re)construction of meaning in the presence of various linguistics deficits, paraphasias, agrammatisms, difficulties in finding words, etc.? ii) how are the linguistic and interactional processes articulated in the activities which subjects undertake in interaction to adjust the production conditions of meaning in conversational text? iii) once aphasia can be seen as a metalinguistic impairment, what are the consequences so entailed in these (meta)reformulative activities? And finally, iv) once reformulation entails awareness of language, what can this relationship between reformulation and linguistic reflexivity reveal about the relationship between language and cognition in aphasia? Taking to a critical revision the literature traditionally produced in the field of Neurolinguistics, we focus on an alternative to the cognitive approach of the phenomenon - the possibility of a social cognitive approach to the reflexive processes (meta/epilinguistic) underlying reformulation activities in the aphasic and non aphasic language. Once the types, marks and functions of reformulation are identified in a corpus of conversations between aphasics and non-aphasics, we believe we can understand more accurately the similarities and differences that come to aphasic and nonaphasic speakers regarding textual-interactive strategies. / Mestrado / Mestre em Linguística

A relação de Georg PhilippTelemann (1681-1767) com o gosto francês remonta ao início das atividades musicais do compositor, com ponto alto em sua viagem a Paris (1737), se estendendo até o final de sua vida. Esta pesquisa investiga as categorias de quartetos setecentistas a partir das definições de Scheibe (1740) e Quantz (1752), traçando o percurso dos gêneros e estilos nos quatuors de Telemann - com ênfase nos Nouveaux Quatuors (Paris, 1738). Este trabalho dá especial atenção ao estilo de conversação, ou diálogo - mencionado por Brossard (1708) e Mattheson (1739) - em contraste com os quartetos sonata em estilo contrapontístico anteriores. No que se refere ao estilo, caráter e função (delectare), o gênero de conversação encontra eco nos textos franceses setecentistas que tratam da arte da conversação galante em voga nos salões franceses no séc. XVIII. Propõe-se estudar mais profundamente os gêneros e estilos nos quartetos de Telemann, abordando desde seus primeiros, não publicados, a suas últimas coleções (publicadas em Hamburgo e em Paris), a fim de investigar como o compositor foi gradativamente desenvolvendo novas maneiras de compor a 4. / The relationship of Georg Philipp Telemann (1681-1767) with French taste goes back to the beginning of the composer\'s musical activities, with highlight on his trip to Paris (1737), to the end of his life. This research investigates the categories of eighteenth-century quartets starting from Scheibe (1740) and Quantz (1752) definitions, tracing the route of genres and styles in Telemann\'s quatuors - with emphasis to Nouveaux Quatuors (Paris, 1738). Special attention is given to the conversational style, or dialogue - mentioned by Brossard (1708) and Mattheson (1739) - in contrast to the previous quartet sonatas in contrapuntal style. With regard to the style, character and function (delectare), the conversation genre is echoed in eighteenth-century French texts dealing with art of gallant conversation in vogue in the French salons in XVIII century. It is proposed to study more deeply the genres and styles in Telemann\'s quatuors, analyzing from his first, unpublished, to the latest collections (published in Hamburg and Paris) in order to investigate how the composer was gradually developing new ways of composing for 4 voices.

This thesis focuses on the social organisation of advice, as it unfolds in interactions between mothers and their young adult daughters on the telephone. The analysis is based on a corpus of 51 telephone calls from 5 different families. Advice giving is studied here using the methods of conversation analysis and discursive psychology. The main interest has been to consider the dimensions that are relevant to the potentially tricky action of advice giving, building on the dimensions of normativity and knowledge asymmetry that have already been identified in the literature. The less strictly institutionalised context studied here provides a relatively new arena for considering the array of issues that are relevant to advice giving. Indeed, this has provided a broad scope for specifying how recipiency is brought off in advice giving sequences and how the position of advice recipient is managed. The analysis begins by considering the different forms of advice that were found in the data and their affordances in terms of the recipient s next turn. Contingency is identified as an important dimension in advice giving and a range of resources are identified which build contingency into the advice in various ways and which provide the recipient with different degrees of optionality when responding to advice. The thesis then goes on to consider how recipients respond to advice and the sorts of issues that make relevant one response type over another. The analysis identifies the importance of affiliation and alignment when considering different types of advice response. Furthermore, it is shown that morality, activity type, and alignment to the recipient s position, are important features of why a particular response type is chosen over another. The final analytic chapter then considers how the potentially tricky action of advice giving is made relevant in the first place. It is shown that the choice between different forms of advice is related to local issues of entitlement and contingency. In considering these different components to advice giving, the analysis explicates an array of important issues in advice giving sequences including: knowledge asymmetry, normativity, entitlement, contingency, affiliation, alignment and morality as well as considering evidence to suggest that advice is a dispreferred action. The findings are discussed in terms of their implications for studying advice and promoting advice acceptance, as well as considering how we can begin to see relationality being constituted.

This study contributed to study how Chinese and Pakistani interactants in 10 telephone conversations, despite their different cultural backgrounds and different speech habits, managed miscommunications and misunderstandings in their communications. It focused on various aspects that hurdle the inter-subjectivity and progressivity of talk between the interlocutors during the telephone interactions. The purpose behind the data collection for this research on miscommunication and (mis)understanding was to obtain audio recordings of real life telephonic conversation in which misunderstanding or reduced understanding as well as not understanding occurred. Out of 10 audio-recordings, the researcher chose the ones in which the participants were Chinese and Pakistani interactants in such a way that the telephone communication always took place cross culturally i.e. between a Pakistani person on one side and a Chinese person on the other. They used English as medium of communication. The participants of the study were introduced with their initials for the purpose of anonymity. Although the conversational corpus had a small size, yet suitably designed analyses aiming at finding the misunderstandings with the help of clear-cut proofs and solid evidences in the transcripts; could yield the required results. The recordings were then transcribed using the Ian Hutchby and Robin Wooffitt’s transcription glossary.The following research questions were designed for the study:1. What is the background of the miscommunication in the recording?2. What proof do the transcripts provide for the miscommunication?3. How does miscommunication emerge?4. How is miscommunication negotiated by the speaker and the recipient?5. What makes an interactional unit a trouble source?Different softwares like Audacity, CLAN, ELAN and Sound Forge will be used for repeated listening and then transcribing purpose. Finally, the data will be analyzed using procedures used specifically in the field of CA.