This thesis examines interactional dimensions of the 2008 U.S. presidential debates based on the conversation analytic concepts of sequence organization and turn management. Drawing on the video recordings of the three 2008 presidential debates, I investigate features of turn design and interactional strategies that candidates employ during the debates and compare stylistic differences between John McCain and Barack Obama. I first examine how candidates design their first-turn responses to the moderator’s question in terms of placement of two different actions, answer and attack. Secondly, I focus on design of the second-turn responses and examine how candidates show responsiveness to both the moderator’s question and the opponent’s prior turn by incorporating multiple actions (e.g., attack, defense, and answer) in their second turns. I also examine direct exchanges between McCain and Obama, particularly concerning their strategic use of the record and their interactional practices in claiming turns and managing overlapping talk in confrontation sequences. My analysis shows that some stylistic differences exist between McCain’s and Obama’s turns. I provide detailed description of how Obama makes a systematic transition from answer to attack in his first-turn responses, which is distinguished from McCain’s first turns in which attacks are inserted in his answer as relevant topics are brought up. My analysis of the second-turn responses shows that McCain frequently produces an attack at turn beginning or responds to an attack with a reciprocal attack before producing a defense, while Obama tends to produce a defense first and then move to an attack. Lastly, I discuss how both Obama and McCain manage their turns and use turn-taking techniques to avoid direct references to their own record and shift the focus of the talk to the opponent’s stance on a related issue. / text

Made available in DSpace on 2016-04-28T19:33:24Z (GMT). No. of bitstreams: 1 Milton Gabriel Junior.pdf: 38668438 bytes, checksum: 2b650f3e1036c352ff5c94ccd731f499 (MD5) Previous issue date: 2010-10-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis is situated on Textual Linguistics and Critical Discourse Analysis with socio cognitive aspect, and it aims is to contribute to general studies of chronicle published in Brazilian newspapers. Specific objectives are: 1. Analyzing daily chronicle from the textual schema raised and organized by Gisele Scafuro in order to check which textual changes provide the text chronicles news 2) Describing the news textual chronicle scheme by its categories and their textual ordering rules, 3) Searching the textual construction s chronicler s opinion, 4) Analyzing the journalistic opinion on the news construction and its relations with the chronicler opinion, in order to privilege intertextual figures. The research is focus on national chronicle. Their structures are totally different from others and there is an originality that set them apart from other chronicle published in other countries. In Brazil, chronicle appears in the folhetim-variedade a kind a part of the newspaper that present varieties and entertainment, consolidating itself as a place where there are the heterogeneous tests, the novel, the prose poem. This mixture of genres that gives the Brazilian chronicle characteristic, turning into a specific genre. Progressively chronicles, as the newspaper, will specialize in specific section, gradually, the daily chronicle is modified in chronicles news, allowing the chronicler express his opinion about a fact reported in the newspaper. The analysis material was collected in the newspaper O Estado de S. Paulo, Folha de S. Paulo in their different sections. The methodological procedure is the theoretical analytical and its point of departure is the canonical categories of argumentative structure: premise, hypothesis, explanation and conclusion, thus they are the ones who organize an opinionated text. The results provided conclude that: 1. the chronicler s opinion presents similarity to the newspaper ideology company , but it presents dissimilarity to the journalistic news, 2. the opinion of the chronicler is constructed based on the Social Cognition, is routine or because reported 3. The textual categories establish a relationship between the unexpected news, the popular news already published and Social Cognitions / Esta Dissertação está situada na Linguística Textual e na Análise Crítica do Discurso com vertente sociocognitiva, e tem por objetivo geral contribuir com os estudos das crônicas brasileiras publicadas em jornal. São objetivos específicos: 1. Analisar crônicas do cotidiano a partir do esquema textual levantado e organizado por Gisele Scafuro, a fim de verificar quais as modificações textuais que propiciam o texto crônica de notícias; 2. Descrever o esquema textual da crônica de notícia por categorias textuais e suas regras de ordenação; 3. Buscar a construção textual da opinião do cronista; 4. Analisar a opinião jornalística na construção da notícia e suas relações com a opinião do cronista, de forma a privilegiar figuras intertextuais. A pesquisa está delimitada às crônicas nacionais, já que elas apresentam uma originalidade que as diferenciam de outras crônicas publicadas em outros países. No Brasil, a crônica aparece no folhetimvariedade, consolidando-se como espaço heterogêneo onde convivem o ensaio, o conto, o poema em prosa. Esta aglutinação de gêneros que dá as características da crônica brasileira, tornando-a um gênero específico. Progressivamente a crônica, como o jornal, vai se especializando em cadernos específicos; aos poucos, a crônica do cotidiano é modificada em crônica de notícia, possibilitando que o cronista manifeste a sua opinião a respeito de um fato noticiado no jornal. O material de análise foi coletado nos jornais O Estado de S. Paulo e Folha de S. Paulo, em seus diferentes cadernos. O procedimento metodológico é o teórico-analítico tendo por ponto de partida as categorias canônicas da estrutura argumentativas: premissa, hipótese, justificativa e conclusão, pois são elas que organizam um texto opinativo. Os resultados obtidos propiciam dizer que: 1. A opinião do cronista apresenta similitude com a ideologia da empresa jornal, mas apresenta dissimilitude com a notícia jornalística; 2. A opinião do cronista se constrói através da Cognição Social seja pelo cotidiano ou pelo fato noticiado; 3. As categorias textuais estabelecem uma relação entre o inusitado da notícia, o conhecido da notícia já publicada e o Marco das Cognições Sociais

Made available in DSpace on 2016-04-28T19:34:29Z (GMT). No. of bitstreams: 1 Dissertacao Regina Helena Alves Codesseira.pdf: 741122 bytes, checksum: ba8125aea4e979e12be9cc1c68a2b344 (MD5) Previous issue date: 2005-06-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho tem por objetivo identificar e categorizar as estratégias interacionais presentes na construção dos lides das notícias jornalísticas impressas produzidos por dois jornais paulistas de grande circulação: O Estado de S.Paulo e o Jornal da Tarde Buscamos respaldo teórico no dialogismo interacional proposto por Mikhail Bakhtin nas idéias a cerca da função do leitor formuladas por Eco e Maingueneau, e discutimos a questão do envolvimento entre os interlocutores Sob essa perspectiva teórica tivemos embasamento para analisar a organização estrutural do lide que não segue a formulação tradicional estruturada no princípio da relevância e então levantar as estratégias interacionais presentes nesses lides que visam a construir o envolvimento do leitor com a notícia jornalística Por meio da análise da amostra chegamos a basicamente dois recursos que podem ser utilizados pelo jornalista para interagir e seduzir o seu leitor: ou mexer com o imaginário dele construindo lenta e detalhadamente uma cena em sua mente ou dirigir-se diretamente a ele criando assim uma idéia de que os interlocutores mantêm uma conversação face a face

<p>Abstract</p><p>The aim of the research presented in this thesis is to study how interactional strategies are used by children and what these strategies mean or imply in the preschool cultural context. The theoretical point of departure in the study is the socio-cultural perspective (William Corsaro, Roger Säljö, Jim Wertsch). The study is a contribution to the field of research that focuses upon contextual issues and an overall way of seeing the child. This is in opposition to the strong traditional psychological perspective in the development of the child, where a focus upon the individual dominates in special education. This ethnographic study aims to answer the following research questions; What interactional strategies are co-constructed by the children in preschool play? How do the interactional strategies influence the creation of culture in preschool play? The children, 3-5 years olds, and their play situation were in focus. Participant observations and video recordings of preschool play constituted the empirical material. These were analysed through a “child perspective” to understand interactional strategies in a cultural context.</p><p>Detailed transcriptions, CA (Conversation Analysis, Per Linell) of the empirical material highlights that interactional strategies can be categorised under the following themes; Taking turns, Protecting play, Dividing roles, Understanding roles and Confirming play themes. These themes furthermore, give rise to three common central elements: Interaction space; the children create a common space to interact that they defend and protect; Role dividing is a starting point in interaction and is an important part in producing and reproducing play; Meaning-making, the children’s common play leads to interaction and the space and roles are safe and confirmed.</p><p>The results indicate that interaction includes verbal and nonverbal elements. The children’s use of artefacts’ plays an important role in the interaction, meaning-making and cultural expressions that they create and reproduce in the preschool context. Through these themes an explanatory model is presented with the aim of highlighting the strategies that influence the creation of culture. The explanatory model shows relationships between aspects of culture-making in children’s interaction. The use of artefacts in interactional strategies presented here influence and plays an important part in the common meaning-making and can therefore be seen as an expression of culture.</p><p>Key Words: Ethnographic study, Socio-cultural Perspective, Culture-making, Interactional Strategies, Artefacts’, Preschool play</p>

Abstract The aim of the research presented in this thesis is to study how interactional strategies are used by children and what these strategies mean or imply in the preschool cultural context. The theoretical point of departure in the study is the socio-cultural perspective (William Corsaro, Roger Säljö, Jim Wertsch). The study is a contribution to the field of research that focuses upon contextual issues and an overall way of seeing the child. This is in opposition to the strong traditional psychological perspective in the development of the child, where a focus upon the individual dominates in special education. This ethnographic study aims to answer the following research questions; What interactional strategies are co-constructed by the children in preschool play? How do the interactional strategies influence the creation of culture in preschool play? The children, 3-5 years olds, and their play situation were in focus. Participant observations and video recordings of preschool play constituted the empirical material. These were analysed through a “child perspective” to understand interactional strategies in a cultural context. Detailed transcriptions, CA (Conversation Analysis, Per Linell) of the empirical material highlights that interactional strategies can be categorised under the following themes; Taking turns, Protecting play, Dividing roles, Understanding roles and Confirming play themes. These themes furthermore, give rise to three common central elements: Interaction space; the children create a common space to interact that they defend and protect; Role dividing is a starting point in interaction and is an important part in producing and reproducing play; Meaning-making, the children’s common play leads to interaction and the space and roles are safe and confirmed. The results indicate that interaction includes verbal and nonverbal elements. The children’s use of artefacts’ plays an important role in the interaction, meaning-making and cultural expressions that they create and reproduce in the preschool context. Through these themes an explanatory model is presented with the aim of highlighting the strategies that influence the creation of culture. The explanatory model shows relationships between aspects of culture-making in children’s interaction. The use of artefacts in interactional strategies presented here influence and plays an important part in the common meaning-making and can therefore be seen as an expression of culture. Key Words: Ethnographic study, Socio-cultural Perspective, Culture-making, Interactional Strategies, Artefacts’, Preschool play

Quels sont les constituants d’une participation réussie à une discussion en langue française ? Après avoir enregistré des discussions de groupe autour de sujets polémiques entre apprenants de niveau avancé en français, en Australie, un panel de francophones de leur âge a évalué vingt extraits de ces discussions en termes de réussite des échanges, et en prêtant attention à certains aspects intersectionnels de leurs comportements tels que l’entraide, la domination et leur contribution à l’avancée du débat, ces critères ayant été dégagés d'une analyse comparative des définitions de la réussite et de l'échec d'une discussion, telles que données par ces participants. Ces évaluations ont ensuite été analysées pour déterminer lesquels de ces aspects corrélaient le plus avec la réussite globale de l’échange. En situant ce projet dans une perspective pragmatique interculturelle et interactionniste, nous avons effectué une analyse multidimensionnelle des échanges jugés les plus réussis et les moins réussis afin d’identifier les stratégies intéractionnelles contribuant au succès ou à l’échec des échanges en français. Nous nous sommes notamment intéressé aux phénomènes et comportements présents dans les extraits jugés les plus réussis et absents des extraits les moins réussis, avons analysé les pistes audio des enregistrements pour accéder à une représentation visuelle de leur atmosphère sonore, avons analysé les comportements non-verbaux des participants,et avons effectué une micro-analyse de la transcription de ces mêmes extraits. Les résultats de ce projet offriront une meilleure compréhension de l'ancrage culturel des stratégies interactionnelles contribuant à la réussite ou à l'échec d'une discussion et serviront de base potentielle à l’enseignement de compétences interactionnelles en français langue seconde. / What constitutes successful participation in discussion in French? The project combines qualitative and quantitative methods to determine what behaviours constitute successful participation in French debate among learners of French. After group discussions on polemical topics among advanced learners of the language were recorded in Australia, a group of French age-peers judged the exchanges on their relative success and on aspects of interactional behaviour including the extent to which participants advanced debate, dominated and/or supported each other. These aspects were identified prior to the evaluation through a comparative analysis of definitions of a successful and a failed discussion as provided by the participants. The Francophone assessments of the recordings were then analysed to determine which of these aspects correlated with the overall success of the exchange. Building on these results, and drawing on the principles of cross-cultural pragmatics, a multidimensional interactionist analysis of the most and least successful exchanges was undertaken to identify interactional strategies contributing to the success or failure of the exchanges. This involved focussing on the various phenomena and behaviour observable in the discussions judged most successful but absent in the least successful discussions, analysing the waveform representations of the audio-recordings to determine the sound atmosphere, analysing non-verbal behaviour, and undertaking a detailed micro-analysis of the transcription of these exchanges. Results showed that advancing debate through advancing and challenging opinions was most likely to lead to the Francophones judging the discussions as successful. The most successful discussions showed participants adopting a wide range of interchangeable interactional positions in which all could successively take the lead in discussion, and consistently questioning and elaborating opinions, thus placing a clear emphasis on the co-construction of ideas. Least successful discussions as seen by the Francophones showed greater concern for facework strategies and followed a stable pattern of opinions being offered in turn but not negotiated, leading to agreement rather than debate. The sound and visual atmosphere of the discussion was also directly connected to the success of the discussion: the non-verbal behaviour analysis showed that participants in successful discussions displayed an increased use of hand gestures and maintained visual contact between the participants while the waveform analysis underlined situations of brouhaha as a recurring component of the most successful discussions. The project departs from previous studies by focusing on discussion in French as a multilayered cultural practice and therefore undertaking a multidimensional analysis to ascertain the elements that correlate with its success or failure. The findings of the project will provide a better understanding of the cultural specificity of different interactional styles, and of the cultural anchoring of interactional strategies contributing to the success or failure of a discussion. It will serve as a potential basis for teaching interactional skills and pragmatic competence in French as a second language.

L'objectif de la présente étude était d'examiner l'utilisation des stratégies communicatives (SC) dans les interactions verbales entre apprenants de français langue étrangère dans le secondaire. À cette fin, un corpus contenant les interactions verbales de 36 apprenants de français de quatre écoles secondaires différentes du Royaume-Uni a été sélectionné et analysé pour les SC, en s'appuyant sur la taxonomie de Dörnyei et Scott (1997) utilisant une optique interactionniste. Les résultats révèlent que les apprenants ont utilisé principalement des stratégies indirectes, notamment des mots de remplissage et des auto-répétitions, afin de gagner du temps pour réfléchir et maintenir la conversation. Des stratégies directes ont également été fréquemment utilisées, en particulier l'auto-correction et le passage à une première langue (L1) partagée. L'auto-correction a principalement servi à ajuster le message pour atteindre et améliorer le sens partagé, tandis que le passage à la L1 était généralement utilisé pour atténuer les difficultés de communication et établir une relation avec les interlocuteurs sur la base d'une L1 partagée. Il est à noter que les stratégies interactionnelles, en particulier les questions en langue seconde (L2), n’étaient pas souvent présentes dans les interactions. Cela met en évidence la nécessité d'un enseignement plus explicite, en particulier en ce qui concerne des stratégies interactionnelles, afin que les apprenants soient capables de négocier le sens en posant des questions et en clarifiant le problème, de parvenir à un sens partagé et de soutenir une conversation en L2 sans avoir à recourir à la L1. / The aim of the current study was to examine the use of communication strategies in verbal interactions between secondary students of French as a Foreign language. To this end, a corpus containing the verbal interactions of 36 secondary students of French from four different high schools in the UK, was selected and scanned for communication strategies, drawing on Dörnyei and Scott’s taxonomy (1997) employing an interactionist lens. Findings reveal that students used mostly indirect strategies, notably filler words and self-repetitions in order to gain time to think and to maintain the conversation. Direct strategies were also employed frequently, in particular self-correction and code-switch, the change to a shared first language (L1). Self-correction served mainly the purpose of adjusting the message to achieve and enhance shared meaning, while the switch to the L1 was usually employed to alleviate communication difficulties and establish a relationship with the speaking partners based on a shared L1. It is noteworthy that interactional strategies, especially questions in the second language (L2), did not feature highly in the interactions. This points to a need for more explicit instruction, particularly in interactional strategies, so that students are able to negotiate meaning by asking questions and clarifying issue, achieve shared meaning and can sustain a conversation in the L2 without having to resort to the L1.