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1. Briefly introduce the key idea/s you will draw on in your analysis (e.g. cultural schemata, direct/indirect speech acts, implic

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  • Post Date 2018-11-09T07:16:35+00:00
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1. Briefly introduce the key idea/s you will draw on in your analysis (e.g. cultural schemata, direct/indirect speech acts, implicature, linguistic politeness, turn-taking, etc.).

Assessment Task 3 – Analytic assignment 2

Name:

Weighting: 25%

Section A

Part 1. Turn-taking

In the following transcripts, identify the points at which the talk is possibly complete (both grammatically and as an action). Mark these points with the symbol /.

E.g.

A:   I came home late/ and he was in bed/ and all the lights were out./

For each possible completion, indicate the type of turn constructional unit that you have identified (word, phrase or sentence).

At the end of each turn at talk, indicate if the turn selects a next speaker or if the next speaker has to self-select. If the turn selects a next speaker, explain how it does this.

Transcript 1

Anna:     So: Beth did you get the book you wanted?

Beth:     Yeah [but you know it was hard to find.

Anna:     [O:h good.

Carl:     Oh was it?

Beth:     Yeah. It was

Anna:     Why?

Beth:     None of the shops had it, [I had to go onli[ne

Anna:                               [So-[O::h.You got it online.

Part 2. Sequence organisation: Basic sequences

In the following transcriptions of spoken interaction, identify the parts of the basic sequences being performed (first pair part/second pair part), the type of sequence (e.g. Invitation – Decline) and for the second pair part, the preference organisation involved (preferred/dispreferred) and the language evidence that shows the preference.

Transcript 2

A:   Why don’t you give him a call?

B:   Uhm well I don’t know. He’s terribly busy.

Transcript 3

A:   Would you like to try one of these cakes?

B:   Yeah. Thanks

Part 3. Expansion organisation: Expanded expansions

The following transcripts all involve some sort of expansion of a base sequence. You need to identify the base sequence and the action it performs and the various ways that it is expanded and the actions that the expansion performs.

FPP-base (first pair part of the base expansion)

SPP-base (second pair part of the base expansion)

FPP-insert (first pair part of an insert expansion)

SPP-insert (first pair part of an insert expansion)

FPP-post (first pair part of a post expansion)

SPP-base (second pair part of a post expansion)

SCT-post (post expansion – sequence closing third turn)

 

E.g.

Speaker

Text

Sequence structure

Action

A:

What’s the time?

FPP-base

question for information

B:

Eleven o’clock

SPP-base

Answer - preferred

A:

Eleven?

FPP-post

Repair of problem of hearing/understanding

B:

Yeah

SPP-post

Answer – preferred

A:

Thanks

SCT-post

Appreciation

 

Transcript 4

Speaker

Text

Sequence structure

Action

Harry:

Sally?

 

 

Sally:

Yeah?

 

 

Harry:

Could you come here a minute please.

 

 

Sally:

Why?

 

 

Harry:

I need a hand with the poster.

 

 

Sally:

Well, uhm, I’m kinda busy, I can’t just now.

 

 

Harry:

Okay

 

 

 

 

 

Part 4. Repair

In the following brief transcriptions of spoken interaction, you need to identify the repair formats being used: what the trouble is that is being repaired, who initiates the repair, who completes the repair and what action is undertaken to achieve the repair.

E.g.

Fred:     have you been to see a doctor?

Sam:      what?

Fred:     yih been tuh a doctor?

Sam:      uh no. not yet.

The trouble being repaired?    a problem of hearing.

Who initiates the repair?         the recipient of the trouble (other initiated repair)

Who completes the repair?      the speaker of the initial trouble (self repair)

What action achieves the repair?        repeating the trouble source.

Transcript 5

A:   I think the blue one was a lot cheaper.

B:   Cheaper?

A:   Yeah.

B:   No it was dearer.

A:   Oh yeah. It was.

The trouble being repaired?

                                                                                                                                                  

Who initiates the repair?

                                                                                                                                                  

Who completes the repair?

                                                                                                                                                  

What action achieves the repair?

                                                                                                                                                  

Transcript 6

A:   The shortest way is down Glynburn Road.

B:   Okay.

A:   Uhm no, not Glynburn, uhmPortrush.

B:   Okay. Portrush.

The trouble being repaired?

                                                                                                                                                  

Who initiates the repair?

                                                                                                                                                  

Who completes the repair?

                                                                                                                                                  

What action achieves the repair?

                                                                                                                                                  

 

Section B

Spoken interaction analysis

Write an analysis of a brief conversational routine typical of a language and culture that you are familiar with, drawing on one or two of the key ideas from the field of pragmatics and/or conversation analysis covered in the course. This could be a spoken interaction between two people who share the same language and culture, or two people who come from different languages and cultures. Support your analysis of this conversational routine with reference to the Béal (1992) reading (Week 10) and at least one other paper from the course readings.

 

Conversation between 2 Australians, same culture

Include the following:

  1. Briefly introduce the key idea/s you will draw on in your analysis (e.g. cultural schemata, direct/indirect speech acts, implicature, linguistic politeness, turn-taking, etc.).
  2. When introducing one of these key ideas, explain in your own words how this idea is understood by a scholar from the field (i.e. reference a course reading)
  3. Describe the conversational routine from a language/s and culture/s you are familiar with, including
  • context - who, what, where, when this conversational routine takes place
  • illustration – provide a short transcript of an authentic or typical spoken interaction to illustrate this conversational routine (see Béal 1992 p. 28 for an example)
  1. Analyse the conversational routine and support your argument with reference to key ideas from the course lectures and readings (in-text citations required for readings only, not the lectures). As a guide, see the Béal (1992) reading, pp. 28 -37.
  2. Briefly explain how the key ideas you have discussed in your analysis expand your understanding of the relationship between language and culture.
  3. Consider why this might matter to the participants of the spoken interaction.

Write your response in coherent paragraphs. Please use signposting language rather than headings to guide your reader through each of the 6 steps above. Word count: 500 words.

Possible examples of short conversational routines for this task (choose one of these situations, or create your own J):

Inviting someone to go out for a coffee.

Sharing opinions on the election.

Apologising for damaging someone else’s car/mobile phone/laptop.

Asking someone if you can borrow their car/mobile/laptop.

Asking your housemate to clean up before the landlord inspection.

 

 


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