19.09.2008 um 09:30 bis
20.09.2008 um 18:00
|Name||Dr. Anja Stukenbrock|
Freiburg Institute for Advanced Studies, PH Freiburg, HPCL der Universität Freiburg
Programm Goodwin-Workshop, September 19th 2008
9.30 Begrüßung: Prof. Dr. Peter Auer - Dr. Anja Stukenbrock
9.45 Prof. Dr. Charles Goodwin, UCLA, Los Angeles:
Speaking through the words of others
Using as data videotapes of a man left with a 3 word vocabulary because of damage to the left hemisphere of his brain this presentation will investigate how he is able to tell stories by getting others to produce specific strips of talk when he then has them dissemble into smaller units. These become the targets for further modification until a version of what he is trying to say is last constructed through this interactive process. Gesture and prosody are crucial components of this process. The nature of this work reveals a picture of both the utterance and the speaker as distributed across multiple actors and turns.
11.30 Data Session I: Dr. des. Angelika Bauer (Universität Freiburg)
Ways of dealing with gestures as utterances A severe stroke left Mr. C aphasic at the age of 45. Since then his verbal resources have been extremely limited and gestures have become his central medium of expression. His family (particularly his wife) adapts to this new situation by developing interpretative practices corresponding to Mr. C’s communicative conditions for the co-construction of meaning. Although Mr. C's gestures are quite elaborate his wife and daughter are confronted with pronounced problems trying to figure out what he is up to. This data session will focus on the interpretative practices employed by Mrs. C and her daughter and on Mr C's adaptations of his gestures to the difficulties his interlocuters display.
14.30 Data Session II: Dr. Anja Stukenbrock (FRIAS, Universität Freiburg)
Orienting each other to a task at hand Drawing on video recordings of different interactional settings this data session explores the ways in which the deictic expression „so“ serves to orient participants to a space of mutually shared perception and to integrate what is physically being performed in the online-production of talk. My focus will be on the intra- and interpersonal coordination of verbal and visual resources as interactants are cooperatively engaged in different undertakings such as cooking, learning how to play golf, hair-cutting etc.
16.15 Data Session III: Dr. Wolfgang Kesselheim (Universität Zürich)
The interactive construction of points-of-interest in city tours. When walking through a city on a guided tour, you can see many different things: streets, buildings, shops, passers-by, cars, pigeons, etc. But only a very limited selection of these things are to be considered relevant elements of the city tour (as "points of interest"), while others are to be neglected (even though it might be important to pay attention to them, think of cars crossing your way!). Based upon video recordings of two city tours, I will explore the question of how the relevant elements of the tours are interactively achieved by the participants. Special emphasis will be put on the guides' professional activities: their movements (when walking or coming to a stop), their gestures, and the positioning of their bodies (when trying to organize the gazes of the visitors).
19.30 Abendessen in der Stadt
Program Goodwin-Workshop, September 20th 2008
Colloquium zur Kinder- und Jugendsprache
9.00 Begrüßung durch Helga Kotthoff
9.15 Prof. Dr. Marjorie Goodwin, UCLA, Los Angeles
"You Aren't Even Here!" Inequality as Situated Language Practice.
My paper will discuss how relations of social inequality are constructed by peers as situated practice. Children made use of signs – participation in elite sports, family real estate, foreign travel, and cotillions to reference their social position; through this sign use they constructed a field that positions people with respect to their recognition of and access to particular signs. Through a process of socialization through language children replicated in situ the class differences that organized their larger society. I’m concerned with the linguistic, intonational and corporeal resources through which girls practice forms of status differentiation and social exclusion in their spontaneous play.
11.15 Juniorprof. Dr. Janet Spreckels, PH Freiburg
“Now he thinks he’s listening to rock music”: Identity Construction among German
Research on youth language is very often also research on youth identity. Recent research literature in the field across different countries has shown that the question of identity negotiation is the crucial question of adolescence. Drawing on a group of German high-school girls, I want to show how the negotiation of their identity is omnipresent in their everyday interactions and sometimes problematic. Since the question of the self is always intertwined with “the other”, the paper focuses on the disaffiliation of various social out-groups the girls deal with in their interactions (Britneys, Gangschtas, etc.). The data I will discuss is derived from a larger ethnographic conversation analytic study of a group of German high-school girls’ interactions outside the school framework.
14.00 Prof. Dr. Helga Kotthoff, PH Freiburg
Irony in children's interactions
I will discuss conversational data from a small project on how 9 year old pupils come to use irony and related forms of communication. Up to now we know little about children's ironic initiatives. I will use a Bakhtinian framework of multiple voices to understand what sorts of irony nine-year-olds can understand and produce. Some sub-types correspond to teasing, others more to critical comments or joint fantasy production. The children often perform an authoritative, ironic voice directed at the supervising university students. They thereby show their knowledge of official adult stances (for example, with regard to what is considered to be healthy food) and suggest joint distancing in their ironic remarks addressed at the students. The students join in the irony by “playing along.” Irony thus helps the students and the children to create an in-group that plays with its knowledge of official and unofficial stances and unites in sharing unofficial perspectives and attitudes (for example: candy is welcome, a little cheating on exams is excusable).