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Switch to: References
Citations of:
The Study of Formulations as a Key to an Interactional Semantics
Human Studies 34 (2):115-128 (2011)
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Without making any reference to traditional linguistic disciplines such as presupposition, implicature and indirect speech acts, this article analyzes how and what implicit meanings were constructed, structured and negotiated through an ambulance request call to the119 call center in Yamagata, Japan in 2011, while enhancing the cogency of the empirical approach independent from analytical theories. Through the occasioned taxonomic analysis of the occasioned semantics of the caller and the call-taker regarding the dispatch, the analysis captured definitive evidence on how a (...) |
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"Hetero-reformulation as a negotiation of meaning strategy. Verbal interaction and argumentation in a televised debate on identity and integration issues. This paper approaches the question of interaction through the phenomenon of reformulation, or more specifically hetero-reformulation, in a televised debate involving issues of identity and integration. The analysis will show that in a reformulation, semantic equivalence between the source utterance and the reformulated utterance does not necessarily imply argumentative co-orientation; and that the paraphrastic reformulation may also indicate a lack of (...) |
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This paper analyses one specific conversational practice of formulation called ‘notionalization’. It consists in the transformation of a description by a prior speaker into a categorization by the next speaker. Sequences of this kind are a “natural laboratory” for studying the differences between descriptions and categorizations regarding their semantic, interactional, and rhetorical properties: Descriptive/narrative versions are often vague and tentative, multi unit turns, which are temporalized and episodic, offering a lot of contingent, situational, and indexical detail. Notionalizations turn them into (...) |
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Although the practice of formulating has been examined in a variety of institutional settings, its realization in the framework of school interaction has received no attention from a conversation analytic perspective. The present article aspires to fill this gap, offering some preliminary remarks about how reformulations, namely versions of what was previously said or implied, are accomplished in the classroom. More specifically, two types of the teacher’s reformulations are distinguished, on the basis of his/her epistemic access to what is reformulated. (...) |
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It is widely accepted in pragmatics that one of the key things accomplished through language in interaction is the delivery of actions. However, there is much less agreement as to how we might best theorise action vis-à-vis both what is said and what is left unsaid. While the focus in pragmatics was initially on speech acts, speech act theory has subsequently been critiqued for reducing an account of social action to the illocutionary intentions of speakers and for neglecting those actions (...) |
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