1 / 26

S522 Lecture 7

S522 Lecture 7. March 9 Discursive practices; managing interaction and dialogue. Dialogue; the work of Deborah Tannen. What happens in dialogue; overlap and interruption Questions of dominance v. collaboration: gender issues.

quail-warner
Télécharger la présentation

S522 Lecture 7

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. S522 Lecture 7 March 9 Discursive practices; managing interaction and dialogue

  2. Dialogue; the work of Deborah Tannen • What happens in dialogue; overlap and interruption • Questions of dominance v. collaboration: gender issues

  3. Male-female differences in speaking (quantity)Eakins & Eakins: Faculty meetings -Males: 10-66 - 17.07 secsFemales: 3.0 - 10.0 secsSwacker: conferences -% papers: M 59.3 F 40.7% questions: M 72.6 F 27.4

  4. InterruptionsZimmerman & West: naturally occurring campus conversations - 96% of interruptions were by menEakins & Eakins: faculty meetingsMale interruptions 2 - 8Female interruptions 0 - 2

  5. Edelsky 1981Singly developed floor: one person speaks and others listen - men talk moreCollaboratively developed floor: more than one voice can be heard - women talk as much as men.

  6. The meta-message • What is being conveyed overall and received overall • How is this negotiated • How are participants positioned

  7. Who is speaking • In what body • Telling what story • From what perspective • In what social and cultural frameworks

  8. Discursive action model: Edwards & Potter 1992 p 154 • The focus is on action, not cognition • Remembering and attribution become, operationally, reportings (and accounts, descriptions, formulations etc) and the inferences that they make available • There is a dilemma of stake or interest, often managed by doing attribution via reports • Reports displayed as factual • Reports rhetorically organised to undermine alternatives • Reports attend to agency and accountability • Reports attend to accountability of current speaker

  9. Michael BilligTALKING OF THE ROYAL FAMILYRoutledge 1992

  10. Description as attribution:positioning other(s), blaming, inviting, making responsible etc

  11. Becky oi (.) sh shh (.) It could have been thatNeil No that’s not making a noiseAlan No (.) something outside (0.4) it was definitely outsideBecky Neil you’ve got shoes on

  12. Interest and stake: ascribing stake - [Mandy Rice Davies]

  13. It wasn’t, in truth, much of a case. The only defense witness was a cousin of one of the defendants and she got her story muddled up anyway; and the prosecution witnesses, many of them passers-by with no conceivable axe to grind, were articulate and plausible

  14. Stake inoculation

  15. [Stereotype of tortured genius]Dr Post was initially skeptical, but having looked at the lives of nearly 300 famous men he believes exceptional creativity and psychiatric problems are intertwined. In some way mental ill health may fuel some forms of creativity, he concludes

  16. Stake confession/discounting;including the “would say that, wouldn’t I” allusion

  17. My own feeling is that the British theatre critics are a kindly and perpetually hopeful bunch, and that if we have a fault it is that we tend to praise shows too much. But I would say that, wouldn’t I?

  18. Blaming and excusing:normative role accountability

  19. Category entitlement: different credibility, and managed differently

  20. Disclaimers:preliminary statements which anticipate a particular response to future utterances

  21. I’m not anti them at all you know, I, if they’re willing to get on and be like us but if they’re just going to come here, just to be able to use our social welfares and stuff like that, why don’t they stay home

  22. Extreme case formulation: pushing example to extreme, normalising extreme case

  23. I’m not anti them at all you know, I, if they’re willing to get on and be like us but if they’re just going to come here, just to be able to use our social welfares and stuff like that, why don’t they stay home

  24. Footing:highlights the basis on which an account is offered;who is speaking, who is accountable, who is credible?

  25. Use of metaphors to create descriptions with different rhetorical goals

  26. Description as attribution • Interest and stake: ascribing stake • Stake inoculation • Stake confession/discounting • Blaming and excusing • Category entitlement • Disclaimers • Extreme case formulation • Footing • Use of metaphors rhetorically

More Related