16º InPLA - Intercâmbio de Pesquisas em Lingüística Aplicada

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1 U niversity ofSalerno,Italy ______________________________________________________ A nnalisa S annino The relation between conversation and practical activity in educational and work settings Annalisa Sannino University of Salerno, Italy 16º InPLA - Intercâmbio de Pesquisas em Lingüística Aplicada Minicourse 2nd-5th of May 2007, São Paulo

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The relation between conversation and practical activity in educational and work settings Annalisa Sannino University of Salerno, Italy. 16º InPLA - Intercâmbio de Pesquisas em Lingüística Aplicada Minicourse 2nd-5th of May 2007, São Paulo. Research aim - PowerPoint PPT Presentation

Transcript of 16º InPLA - Intercâmbio de Pesquisas em Lingüística Aplicada

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

The relation between conversation and practical activity

in educational and work settings

Annalisa SanninoUniversity of Salerno, Italy

16º InPLA - Intercâmbio de Pesquisas em Lingüística AplicadaMinicourse 2nd-5th of May 2007, São Paulo

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Research aim

Facilitating and empowering efforts in individuals and collectives through an in-dept

understanding of the relation between conversation and activity

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Hypotheses

Conversations leading to material and durable changes in activities

Potential uses of discourse as an emancipatory resource

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Empirical studies

Two traditional discursive analytical studies

One analysis of conversations in DWR interventions

Two methodological inquiries on autobiographical ethnography of conversations

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Study 1

Conversations

and processes of learning a trade

within alternance vocational training

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

ObjectiveTo introduce a methodology in order to identify knowledge and processes of learning a trade that emerge from on-the-job conversations between

master craftsmen and apprentices

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

The contextTwo years training period

Apprentices acquire knowledge and know-how relevant to the chosen profession and develop social skills to face concrete work situations

The professional training domain examined here: insulation of the outer walls of a structure

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Data collectionUnsolicited conversations for avoiding distortion of the naturally occurring interactions

Selected pairs that had recently begun working together and couldn’t interact yet according to an implicit mutual knowledge

Participants wore tape-recorders during two days of work

Reconstructions of the dialogues by combining the recordings of the master craftsman and the apprentice

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

The analytical approach

Interlocutionary logic (IL)

concept of speech act

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Characteristics of the speech acts

Illocutionary force (F): the pragmatic function of an utterance (representative, directive, commissive,

expressive, and declarative)

Propositional content (p): the representation on which a given force is applied

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Among the properties of the speech acts:

Preparatory conditions: what is presupposed or assumed to be true by the speaker who performs

the act

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Satisfaction and success of speech acts

A speech act is …

…satisfied if its p is true in the context of the utterance, and because of this utterance

…successful if the speaker manages to get the listener to understand which act s/he is performing

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Four organization levels of the interlocutions

Interventions: complex speech acts

Exchange: two or more interventions

Structure: interventions and exchanges

Transactions: interventions and structures

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Characteristics of the exchange:

Linear and hierarchical linking between interventions

Linear linking: components are sequential and belong to the same speech level

Hierarchical linking: components are bound by interdependent relations

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Table of Interlocutionary Analysis - Excerpt 1

Structures Sequential ConversationalIllocutionary Cognitive

I C1 The roughcastshouldn't be tackledlaterally

Directive(Request for correction)

(p)To tackle the roughcast

laterally

E I A2 (pneumatic drill). (Action)

I C3 That's the way youdo it, that's much better

Expressive and positiveevaluation of the action in

progress

(p)To tackle the roughcast

laterally

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Table of Interlocutionary Analysis - Excerpt 2Structures Sequential Conversational

Illocutionary CognitiveC A

C1 You’re deviating Evaluation of the action underway

Implicit directive

deviation

I

I

A2 The drill is too heavyAnswer

Explication-Justification of the action

Too heavyweight

deviation of thedrill

E. E

C3 Did you go out last. night?

Request for confirmation of animplicit hypothesis

partyfatiguedeviation

A4 I didn't sleep much Answer partyĀsleepfatiguedeviation

C5 Ah it's better not t oparty when you haveto remove the roughcast thenext day

Assertion of a principleImplicit directive

workĀ party

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

A1Ź:Like this.

C2Ź: Pull a little toward you (É ).

A3Ź:Yeah, yeah.

C4Ź: (É) The point is that you donÕt use the tool enough (É ). Itis no fun right, thatÕs true it is hard.

A5Ź:Yeah.

C6Ź: Yeah, itÕs one of the toughest jobs in the world, you killyourself at first but after you get used to it, you do it realfast. (...) Go on you still have the bottom part to do.

A7Ź:(drill)

C8Ź: YouÕve had it buddy, right?.

A9Ź:Hum (pneumatic drill).

C10Ź: YouÕve had enough, youÕre gonna get down, see Rob andtell him IÕve told you to stop. I tÕs no use, youÕre notgetting anywhere.

Excerpt 3

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Conclusive remark

Issue of lack of discursive evidence and discontinuities in conversations

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Study 2

Analyzing an extreme example of discontinuous speech in EU

conversations

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Objectives

Demonstrate that discontinuities, more than general impressions, are analyzable and foundational features of conversation

Gaining insights into an empirical procedure that allows further analyses of this kind of conversational discontinuities.

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

"People talking together, ‘conversation’, is one of the most mundane of all topics. It has been available for ages, but only (…) in the early 1960s, has it gained the serious and sustained attention of scientific investigation. (…) The general impression was that ordinary conversation is chaotic and disorderly. It was only with the advent of recording devices, and the willingness and ability to study such a mundane phenomenon in depth, that ‘the order of conversation’ (…) was discovered" (Ten Have, 1999: 4).

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Sequential organization …

…based on continuity as a fundamental assumption for analyses of conversations,

and largely used in CA and other approaches

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

The context

A consultative institution of the European Union, the Social and Economical Committee (CES), responsible for the development of a common opinion.

A collective entity which evolved step-by-step in four meetings of twelve, ten, 65, and 212 participants respectively.

Participants had different competencies and statuses, spoke different languages and interacted through interpreters.

The opinion materialized progressively as a text written and modified by a reporter.

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

The opinion discussed in the meetings

The CES had to reach a conclusion about a report drawn up by European Commission concerning the decisions adopted within the framework of the Cohesion Funds

The 'Funds' was an instrument aimed at reinforcing economic and social cohesion between the EU Member States.

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Data collection

Video-recordings and transcriptions of each meeting and audio-recordings of the simultaneous French interpretations.

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

The analytical approach

Interlocutionary logic (IL)

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Advantages of using IL for analyzing the CES data over the other theories and methodologies available

1) it conceptualizes also discontinuities (Trognon, 1992),

2) it allows analyses of multi-speaker discourse (Trognon and Kostulski, 1996),

3) it can be applied also to long conversations and extensive corpora (in Batt et al., 2004)

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

IL and speech act theory

Basic elements of IL are not individual speech acts, but rather logical relations they

maintain in the interlocution

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

"in conversation the function of the illocutionary act accomplished first is unspecified. This function can be determined only later, looking at what goes on in the interaction. (…) That’s why the conversation is less the prototypical space of the use of linguistic expressions. Admittedly it is that. But it is especially the prototypical space of the communicability of this use" (Trognon and Brassac, 1992: 85-86).

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Constitutional discontinuities of CES conversations

When participants can intervene, they tend to 'pack in' into the same speaking turn all that they have to say concerning the text and/or the interventions carried out before by the others

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Types of discontinuities

intra-intervention: detected in synchronic observations related to each speaking turn

inter-intervention: detected in diachronic observations related to the whole transcript and potentially reciprocal behaviors evolving over time

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Intra-intervention discontinuities(topical and actional diversity of speaking turns)

B17 : I would like to re-examine some remarks and some questions which were formulated. First of all, the report {...}. Here we are with regard to the delay. Then, the implementation {...}. Now, let us procede to the selection of projects {... }.

G13 : ... it's an indirect question through you, Chairman, to the Commission, when they mention the potential new states, using Cohesion Fund principles, there is no mention of Cyprus ....

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Inter-intervention discontinuities(when reactive interventions are linked with distal interventions)

H153: ...Well, in a telegraphic way, I will make some suggestions, which could be taken into account in this document. First, take the synergies established between the cohesion funds and the other structural funds. .... Another thing: item 3.3 of this document is about the reduction of the investment in natural protection and the improvement of the urban environment. I do not agree ... I do not know, for example for Portugal which has a rather important wooded zone and which is not reforested simply because the questions of financing. ...

...

B17: ... Now as to synergy, we have many cases. ... we will try to do our better by integrating more the action planning ...

...

E204: ... I would wish to intervene briefly, starting from a remark made by the expert of group 3, a person I respect for his good knowledge of the relevant mechanisms. When he speaks about synergy with other funds, he referred to the wooded areas and I will say that, I will tell the reporter not to make it appear in 3.3 because synergies already exist. ... The Commission said, these synergies are being considered, this is part of the work of the Commission to analyze these synergies. ...

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Conversations or puzzles?

Conversations as starting configuration of a puzzle, a pool of units arranged in a different way than that of a classic

sequential organization usually ascribed to conversations.

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Pieces of the puzzle or 'intervention sections’

(units bounded on the basis of their topics)

Because the intervention sections fulfilled their function only in assembling, it is necessary to put

them together, to rebuild the puzzle, in order to find the sequences beneath the entire corpus

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Two readings of the transcript

1. horizontal, by traversing the transcriptions to circumscribe the various intervention sections,

2. vertical, by cycles, to follow interactional developments on each section

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Dissection of the transcript according to topics

What is being talked about? What does the speaker do or put forward in his or her talk?

Categorization and representation of the discursive flow

Interventions aimed at developing the form and content of the opinion (T), and interventions dealing with meeting management and task achievement (T’)

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Flow of the topics directly (T) and indirectly (T') concerned with the collective task during the first meeting

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University of Salerno, Italy ______________________________________________________ Annalisa Sannino

Conclusive remarks

First step for identifying and representing conversational discontinuities

Challenge: understanding what are the resources the participants employ and mobilize to deal with discontinuous conversations, and what are the

consequences of these discontinuities for the subject.

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For contacts:Annalisa Sannino

University of Salerno Department of EducationVia Ponte Don Melillo

84084 Fisciano (SA) ItalyE-mail: [email protected]