刊讯｜SSCI 期刊《语言与社会互动研究》2022年第1-2期

REARCH ON LANGUAGE AND SOCIAL INTERACTION

Volume 55, Issue 1-2

RESEARCH ON LANGUAGE AND SOCIAL INTERACTION （SSCI一区，2021 IF：4.158）2022年第1期共发文6篇，全部为研究性论文。研究论文涉及道歉言语、儿童维护权威言语、谈论麻烦、日语语气词、假体诊所谈论疼痛等。2022年第2期共发文4篇，全部为研究性论文。研究论文涉及描述性手势、抱怨话语分析、引导儿童回应等。

目录

ARTICLES

■ Apologizing in Elementary School Peer Conflict Mediation, by Rosa Korpela, Salla Kurhila, Melisa Stevanovic, Pages 1-17.

■ Using Categories to Assert Authority in Murrinhpatha-Speaking Children’s Talk, by Lucinda Davidson, Pages 18-36.

■ Co-Animation in Troubles-Talk, by Marina Noelia Cantarutti, Pages 37-58.

■ Indicating Difficulty in Describing Something in Words: The Use of Koo in Word Searches in Japanese Talk-in-Interaction, by Shuya Kushida, Makoto Hayashi, Pages 59-78.

■ On Being Known: Displays of Familiarity in Italian Café Encounters, by Federica D’Antoni, Elwys De Stefani, Pages 79-100.

■ Talking Down Pain in the Prosthesis Clinic: The Emergence of a Local Preference, by Renata Galatolo, Alessandra Fasulo, Pages 101-121.

摘要

Apologizing in Elementary School Peer Conflict Mediation

Salla Kurhila, a Department of Finno-Ugrian and Scandinavian Studies, University of Helsinki, Finland

Melisa Stevanovic, b Faculty of Social Sciences, Tampere University, Finland

Abstract We analyze apologizing as part of the institutional agenda of school mediation in Finland. When primary school teachers intervene to mediate a dispute, the children orient to apologizing as a ritualized, expected, and recognizable action that resolves the matter. Teachers build, step by step, a sequence that, when preconditions are met, results in the parties involved in the dispute producing the uniquely explicit apology exchange “I apologize”—“apology accepted.” We discuss the action of apologizing as involving an interdependence and tension between sincerity and rituality. 

Using Categories to Assert Authority in Murrinhpatha-Speaking          Children’s Talk

Lucinda Davidson, School of Languages and Linguistics, University of Melbourne, Australia

Abstract Children, like speakers more generally, often use categories of person, place, and activity (e.g., doctor, school, bedtime) to frame and monitor interactions among themselves. This article explores the use of categories by a group of Murrinhpatha-speaking Aboriginal children in Wadeye, northern Australia, when attempting to assert authority. The creation and negotiation of power asymmetries are a common feature of children’s peer talk worldwide but analyzed here for the first time among speakers of a traditional Australian language. Analysis suggests that although there are similarities with children from other sociocultural/linguistic contexts, there are differences in these children’s choice of membership categories (e.g., husband, country) and how they deploy and react to them (e.g., by ambiguity and by silence respectively). Such differences highlight the connection between language, society, and the interactional resources available to speakers as well as reinforcing the merit of studying membership categorization in children’s talk. 

Co-Animation in Troubles-Talk

Abstract Through troubles-talk, participants disclose and negatively assess unfortunate past or habitual happenings and offenses, and these are often vividly staged in the here and now by temporarily “doing being” past Self or others, what we call animation. In this study, we show how by animating their own affective reactions toward the recounted experiences, tellers cast themselves as victims and their recipients as witnesses. More importantly, we demonstrate how animation is also a relevant practice for recipients, who in a contiguous position often offer a responsive co-animation of the same figure, validating and amplifying their teller’s affective displays, turning the experience into a common cause. This study contributes further to our understanding of empathic responses in troubles-talk in English by inscribing co-animation as a previously undescribed alternative at the response slot that allows recipients to temporarily position themselves “into the moment” as co-victims, co-experiencers, and co-sanctioners. 

‍Indicating Difficulty in Describing Something in Words: The Use of Koo in Word Searches in Japanese Talk-in-Interaction

Abstract This study explores how the lexical hesitator koo is used to initiate or continue word searches in Japanese talk-in-interaction. The word koo (“like this,” “in this manner”) is canonically used as a proximal demonstrative adverb of manner, often accompanied by a depicting gesture. We argue that because of its continuity with the canonical use, the hesitator koo (a) projects a descriptive term as a possible search outcome, and (b) indicates difficulty in describing in words what the speaker wants to say. In addition to initiating or continuing a search, the hesitator koo provides information about the type and nature of the resolution of search, thereby enhancing the intersubjectivity of the search process. This study contributes to our understanding of the organization of self-initiated same-turn repair by identifying the function of a particular lingistic resource used for it. 

On Being Known: Displays of Familiarity in Italian Café Encounters

Federica D’Antoni, a Faculty of Arts (MIDI), KU Leuven, Belgium

Elwys De Stefani, a Faculty of Arts (MIDI), KU Leuven, Belgium; b Department of Romance Studies, University of Heidelberg, Germany

Abstract This article explores the embodied and linguistic practices by which visitors and staff members of cafés display recognition of and mutual familiarity with each other. Based on video data collected in two Italian cafés, we use conversation analysis to examine two sequential positions where displays of familiarity are salient, i.e., the initial moments of the encounter and the placement of the order. We demonstrate that individuals rely on reciprocal visual perception, embodied and vocal resources, in particular greetings, to display their service-related recognition and acquaintanceship. We identify three ways in which a café service between “frequently attending visitors” and “usual staff members” can be initiated: (a) the customer places an order (in a sequentially delayed position), (b) the barista articulates a “candidate order,” (c) no vocal order is articulated by either party. We show that these practices crucially rely on the knowledge the “recurrent parties” share of each other. 

Talking Down Pain in the Prosthesis Clinic: The Emergence of a Local Preference

Abstract Understanding and evaluating pain is a growing concern in clinical practice and health care. In this article we examine how pain is talked about in 24 video-recorded visits of a team of medical professionals with postsurgery amputees. We identify a paradox: Although it is medically useful to identify postamputation pain (it can indicate problematic healing and deter application of a prosthesis), we found that there was a joint preference, by both patients and professionals, to minimize pain sensations. We show how both parties draw on turn design, sequential organization, and multimodal resources to acknowledge some kinds of unpleasant sensations while excluding types of pain that would be problematic in view of the prosthesis. We discuss the importance of the findings in terms of furthering the understanding of situated expression and reporting of pain, the emergence of local preferences in clinical settings, and preference organization in general.

目录

ARTICLES

■ Depictive Hand Gestures as Candidate Understandings, by Anna-Kaisa Jokipohja, Niina Lilja, Pages 123-145.

■ Loosely Portrayed Speech in Interaction: Constructing Multiple Complainable Utterances, by Elizabeth Holt, Pages 146-164.

■ The Bias Toward Single-Unit Turns in Conversation, by Jeffrey D. Robinson, Christoph Rühlemann, Daniel Taylor Rodriguez, Pages 165-183.

■ Guiding Children to Respond: Prioritizing Children’s Participation Over Interaction Progression, by Ruey-Ying Liu, Pages 184-202.

摘要

Depictive Hand Gestures as Candidate Understandings

Abstract We analyze apologizing as part of the institutional agenda of school mediation in Finland. When primary school teachers intervene to mediate a dispute, the children orient to apologizing as a ritualized, expected, and recognizable action that resolves the matter. Teachers build, step by step, a sequence that, when preconditions are met, results in the parties involved in the dispute producing the uniquely explicit apology exchange “I apologize”—“apology accepted.” We discuss the action of apologizing as involving an interdependence and tension between sincerity and rituality. 

Loosely Portrayed Speech in Interaction: Constructing Multiple Complainable Utterances

Abstract Conversation analysis is used in investigating the interactional uses of loosely portrayed speech in interaction. This device combines elements of direct and indirect portrayal, conveying some fidelity to an original while, at the same time, indicating that it is not verbatim enactment of specific utterances. The instances in the current collection are in English, deriving from informal interaction, mainly telephone calls recorded in the UK and USA. They occur in complaints about a third party, recurrently by portraying the reported speaker’s criticisms of the current speaker. The reported speaker is depicted as making multiple criticisms, which adds to the reprehensible nature of their actions. By constructing the reported speaker’s actions, and, at the same time, indicating the stance of the current speaker toward them, the complained-about speaker’s behavior is portrayed as infringing the moral order and therefore the complaint as legitimate.

The Bias Toward Single-Unit Turns in Conversation

Jeffrey D. Robinson, a Department of Communication, Portland State University, Portland, Oregon, USA

Christoph Rühlemann, b Albert-Ludwigs-Universität Freiburg, Germany Deutsches Seminar—Germanistische Linguistik, Freiburg, Germany

Daniel Taylor Rodriguez, c Department of Mathematics and Statistics, Portland State University, Portland, Oregon, USA

Abstract Sacks, Schegloff, and Jefferson argued that the rules for turn taking for conversation involve a confluence of pressures that bias turn size toward single turn constructional units (TCUs), which leads to an empirical prediction that turns are more likely to be composed of single (vs. multiple) TCUs. We directly test and confirm this “single-TCU bias” by using conversation analysis, corpus linguistics, and Bayesian statistics to assess the conversational subcorpus of the British National Corpus (BNC-C), which contains 475,509 turns of talk. Our results confirm this bias, showing that 67% of turns are composed of single TCUs; we discuss why this estimate is conservative. The mean word length for single-TCU turns was 4.5 (SD = 3.4), compared to 19.9 (SD = 22.6) for multi-TCU turns. Our findings reinforce the ideas that the natural habitat for an accountable social action is the single TCU (vs. the turn), and that interaction is fundamentally organized (i.e., both produced and understood) on an action-by-action basis, which is a TCU-by-TCU basis.

Guiding Children to Respond: Prioritizing Children’s Participation Over Interaction Progression

Abstract When adults select young children to answer questions, children’s delays and troubles in responding may lead to a tension between child participation and the preference for progressivity that normally applies to conversations among adults. Drawing on everyday adult-child conversational data, this study focuses on question-answer sequences in which the selected child does not respond in a timely or adequate manner and examines how co-present, nonselected adults balance between progressivity and the need to facilitate child participation. The analysis shows that adults tend to manage this balance by prioritizing child participation over progressivity, thereby socializing children to achieve interactional autonomy. This ordering of preferences in adult-child interaction is in contrast with previous findings in adult conversation. This study provides empirical evidence of the ways adults prioritize child participation and socialize children into active responsive participation in conversation.

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