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  1. Interaction between grammar and multimodal resources: quoting different characters in Korean multiparty conversation.Yujong Park - 2009 - Discourse Studies 11 (1):79-104.
    This article examines the interaction between grammar and multimodal resources by analyzing reported speech in Korean multiparty face-to-face interaction. The operation of two relevancy rules — minimization and recognition in interaction — is examined together with how the absence or presence of grammar is complemented by multimodal resources of various sorts. For the analysis, three categories are posited depending on who the quoted character is in the talk. In quoting oneself or co-participants in the talk, syntactic resources, prosody, sequential organization (...)
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  • Context, activity and participation.Charles Goodwin & Marjorie Harness Goodwin - 1992 - In Peter Auer & Aldo Di Luzio (eds.), The Contextualization of language. Philadelphia: John Benjamins.
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  • (1 other version)Forms of Talk.Erving Goffman - 1981 - Human Studies 5 (2):147-157.
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  • Compliance, resistance and incipient compliance when responding to directives.Alexandra Kent - 2012 - Discourse Studies 14 (6):711-730.
    How does a parent get a child to do something? And, indeed, how might the child avoid complying or seem to comply without actually having done so? This article uses conversation analysis to identify the interactionally preferred and dispreferred response to directives. It then focuses on one alternative response option that has both verbal and embodied elements. The first part involves an embodied display of incipient compliance. That is, actions that are preparatory steps towards compliance and signal that it may (...)
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  • Grammar in Everyday Talk: Building Responsive Actions.Sandra A. Thompson, Barbara A. Fox & Elizabeth Couper-Kuhlen - 2015 - Cambridge University Press.
    Drawing on everyday telephone and video interactions, this book surveys how English speakers use grammar to formulate responses in ordinary conversation. The authors show that speakers build their responses in a variety of ways: the responses can be longer or shorter, repetitive or not, and can be uttered with different intonational 'melodies'. Focusing on four sequence types: responses to questions, responses to informings, responses to assessments, and responses to requests, they argue that an interactional approach holds the key to explaining (...)
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