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20230719T101520230719T1800Europe/Amsterdam[SYMP16] A cross-linguistic and cross-methodological approach to storytelling in talk-in-interactionHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
The NARRANDO project: Spanish storytelling in talk-in-interaction
Oral Presentation[SYMP16] A cross-linguistic and cross-methodological approach to storytelling in talk-in-interaction10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
Through this submitted contribution, we present the recent NARRANDO project from which we aim to gain a better understanding of the transversal mobilization and discursive integration of lexical, syntactic and macro-syntactic, prosodic, and bodily resources of Spanish storytelling in talk-in-interaction on the empirical basis of linguistic and multimodally annotated ecological corpus data from different varieties of Spanish and from different communication contexts. We propose a brief multidimensional analysis of an excerpt from our data to illustrate our objectives. The methodological approach adopted draws, among others, from interactional linguistics and the specific French scientific tradition of oral syntax, whose analytical level of the "macro-syntax", intermediate between syntax and discourse, has shown its strength for the analysis of spoken language.
To tell stories about past or imagined experiences or events fulfils different functions in talk-in-interaction. Since participants are fully involved in this activity, storytelling in talk-in-interaction is a dynamic and embodied semiotic phenomenon that unfolds sequentially within discursive and interactional contexts and the emerging stories are motivated by these contexts and their very concrete linguistic shape depends on them. Through this submitted contribution, we present, on the one hand, the recent NARRANDO project from which we aim to gain a better understanding of the transversal mobilization and discursive integration of lexical, syntactic and macro-syntactic, prosodic, and bodily resources of Spanish storytelling in talk-in-interaction on the empirical basis of linguistic and multimodally annotated ecological corpus data from different varieties of Spanish and from different communication contexts. On the other hand, we propose a brief multidimensional analysis of an excerpt from our data to illustrate our objectives. The methodological approach adopted draws, among others, from interactional linguistics (Charles Goodwin, Elisabeth Couper-Kuhlen, Margret Selting) and the specific French scientific tradition of oral syntax (Claire Blanche-Benveniste), whose analytical level of the "macro-syntax", intermediate between syntax and discourse, has shown its strength for the analysis of spoken language. The NARRANDO project is organized according to three interfaces put into perspective: syntax-prosody with members of the LLL lab (Laboratoire Ligérien de Linguistique, Orléans, France) and of the Romanisches Seminar (Freiburg, Allemagne); syntax-interaction / multimodality with members of the ICAR lab (Interactions Corpus Apprentissages Représentations, Lyon, France) and of the LLL lab; and prosody-interaction / multimodality with members of the Romanisches Seminar and of the ICAR lab.References Auer, Peter. 2009. Online-syntax: thoughts on the temporality of spoken language. Language Sciences 31(1). 1–3. Blanche-Benveniste, Claire; Bilger, Mireille; Rouget, Christine; Van Den Eynde, Karel; Mertens, Piet & Willems, Dominique. 1990. Le français parlé (études grammaticales). Sciences du langage. Editions du CNRS. Bres, Jacques. 1994. La narrativité. Louvain-la-Neuve: Duculot. Couper-Kuhlen, Elizabeth & Selting, Marget. 2018. Interactional Linguistics: Studying Language in Social Interaction. Cambridge: Cambridge University Press. Niemela, Maarit. 2011. Resonance in storytelling: Verbal, prosodic and embodied practices of stance taking. Oulu/Finland: University of Oulu. Goodwin, Charles. 1984. Notes on story structure and the organization of participation. In M. Atkinson and J. Heritage (eds.), Structures of Social Action. Cambridge: Cambridge University Press, 225–246. Goodwin, Marjorie Harness. 1990. Tactical Uses of Stories: Participation Frameworks within Girls' and Boys' Disputes. Discourse Processes 13(1). 33-71. Goodwin, Marjorie Harness. 1997. Byplay: Negotiating Evaluation in Storytelling. In Deborah Schiffrin Gregory R. Guy Crawford Feagin & John Baugh (eds.), Toward a Social Science of Language: Papers in Honor of William Labov. Vol. 2: Social Interaction and Discourse Structures, 77–102. Amsterdam: John Benjamins Publishing Company. Hopper, Paul. 1987. Emergent grammar. In Annual Meeting of the Berkeley Linguistics Society 13, 139-157. Sacks, Harvey. 1986. Some consideration of a story told in ordinary conversations. Poetics 15(1–2). 127–138.
Comment identifier un récit en français, en espagnol et en italien ? Quelles stratégies proposer à un apprenant de langue ?
Oral Presentation[SYMP16] A cross-linguistic and cross-methodological approach to storytelling in talk-in-interaction10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
Our presentation focuses on how non-native speakers have trouble identifying storytelling in talk-in-interaction. More precisely, we will offer a variety of stories found in different situations that one may encounter in their daily lives and that may differ from one language to another. We will discuss how storytelling is built in spoken French, Spanish, and Italian, from three perspectives: that of how the story is introduced, ended, and how the recipients are involved throughout the story. When one thinks of storytelling, one may only think of private conversations and forget that it exists in other situations such as medical appointments, purchases in stores, or even business meetings. Keeping that in mind, we will suggest ways for the language learners to identify those stories and thus be able to participate in them, either when they produce or receive them.
Notre communication s'intéresse aux difficultés que peuvent rencontrer les allophones à identifier un récit en interaction. Le récit est un procédé fréquent mais dont les caractéristiques peuvent varier d'une langue à l'autre. Nous proposerons une variété de récits attestés dans différentes situations. Nous aborderons sa réalisation en français, en espagnol et en italien du point de vue de son déroulement et des marqueurs employés lors de ses différentes étapes (introduction, co-construction et clôture). Nous cherchons à proposer aux apprenants les différentes structures que peut prendre un récit sachant qu'il garde une plasticité importante en interaction suivant les interlocuteurs qui vont le réceptionner, le compléter, l'évaluer pour le mobiliser ensuite ou au contraire en faire un tout autre objet. La souplesse de son organisation, souvent liée à sa co-construction par les participants (Goodwin 1986, Gülich & Quatshoff 1986), sera abordée en contexte, en tenant compte du type de situation, du nombre et de la proximité des locuteurs. Nous analyserons également la fonction pragmatique du récit. Elle peut aller de la simple illustration des propos d'un locuteur à l'introduction d'une narration à valeur argumentative ou encore d'une anecdote pour introduire un sujet à une histoire drôle entrainant une réaction des autres participants.
Si on assimile le plus souvent le récit aux situations privées, on oublie qu'il est également mobilisé dans des interactions professionnelles comme la consultation médicale, les échanges en commerce ou même en réunion de travail. L'exemple suivant montre le récit en réunion professionnelle entre publicitaires de JEB (violet), qui est évalué et co-construit par ces deux collègues (orange) tout au long de son déroulement avant d'être mobilisé par FAB pour son argumentaire. (marqueurs en gras) :
Exemple 1 : Récit en réunion professionnelle
Dans l'exemple 2, au cours d'une consultation médicale chez son kinésithérapeute une étudiante fait le récit de sa consultation précédente (marqueurs de début et de fin du récit en gras).
Exemple 2 : Récit en consultation médicale
Alors que le modèle de Labov a été remis en cause pour l'oral en interaction (Couper-Kuhlen & Selting 2018), différents formats émergent des données recueillies in situ qu'il s'agisse d'un récit long sur plusieurs tours de parole ou court.
On relève l'usage important de marqueurs aussi bien pour structurer le récit que pour l'évaluer. Nous proposons d'étudier ces marqueurs dans trois langues romanes (français, espagnol, italien) et de comparer leurs usages réels dans nos corpus d'interactions à la manière dont ils sont généralement présentés aux apprenants.
Bibliographie Couper-Kuhlen, E. & Selting, M. (2018). Interactional Linguistics: Studying Language in Social Interaction. Cambridge University Press. Goodwin, C. (1986). Audience Diversity, Participation and Interpretation. Text, 6/3, 283-316. https://doi.org/10.1515/text.1.1986.6.3.283 Gülich, E. & Quasthoff, U. M. (1986). Story-telling in conversation: Cognitive and interactive aspects. Poetics, 5(1–2), 217–241.
Story-telling as a method of elicitation in field work
Oral Presentation[SYMP16] A cross-linguistic and cross-methodological approach to storytelling in talk-in-interaction10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
The presentation is concerned with semi-guided story-telling as elicitation method in Spanish, Portuguese, Aymara, Guaraní, Maltese, Sicilian, Papia Kristang and Chabacano. Therefore the experiences and results of the use of a picture story as stimulus for story telling are analyzed and evaluated in the light of the linguistic structures the picture story was designed for. In addition, free story-telling will also be discussed as field work method.
In this paper, a set of field work methods will be presented and discussed which I used for my postdoc project "Differential Object Marking in Language Contact Situations between Romance and Non-Romance Languages". Field work languages were Spanish, Portuguese, Aymara, Guaraní, Maltese, Sicilian, Papia Kristang and Chabacano. The core field work method was story-telling out of different perspectives. On the one hand, I asked the interviewees to tell a story which contains an event that happened to themselves and (at least) one other story which talks about what happened to someone else or a legend or fairy tale. On the other hand, I designed a picture story of forty images, called „the three hunters" which had to be verbalized by the interviewees (in most cases with two run-throughs). The picture story was designed for the purpose of making the speakers utter a high number of transitive sentences with changing agents and patients in order to analyze the marking patterns of the direct object. Both elicitation methods have advantages as well as disadvantages which will be discussed in the presentation. Concrete examples will also provide insight into the possibilities and limits of cross-linguistic comparison by means of a parallel corpus based on the picture story method.
Oral Presentation[SYMP16] A cross-linguistic and cross-methodological approach to storytelling in talk-in-interaction10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
Récit en interaction : au-delà de la microsyntaxe José Adrián Ceballos Dávalos
Nous définissons le récit comme une émergence textuelle d'au moins deux clauses temporellement ordonnées (Özyıldırım, 2009) qui semblent être intégrées dans une visée d'ensemble. Projeté en interaction, le récit est construit et contextualisé en son sein. La cohésion du récit reposant sur les liens entre unités élémentaires (les événements relatés), il revient un rôle structurant majeur au niveau macrosyntaxique. Les liens macrosyntaxiques sont élaborés par des moyens structurels divers, parmi lesquels la prosodie, qui joue un rôle et fonction élémentaires dans la langue parlée. Notre travail de recherche consiste à réaliser une analyse exploratoire de l'intégration macrosyntaxique par des ressources prosodiques et structurelles à partir des récits de différentes situations de communication. Nous analyserons les ressources de formulation générales pertinentes pour le niveau macrosyntaxique, dont des figures telles que les marqueurs discursifs, qui servent à la modélisation des événements relatés, les routines discursives qui relient, séparent et constituent des événements et le discours rapporté, élément extrêmement fréquent dans le récit en interaction, ainsi que leur intégration prosodique. Nous trouvons des formes telles que en fait, du coup, qui est fortement utilisé dans le discours direct, entre autres. Nous expliciterons donc le récit par ses caractéristiques internes (unités et cohésion). Notre relevé est basé sur un corpus exploratoire de 1h d'interactions issues des catégories repas et discours du corpus ESLO1, dans lequel tous les récits identifiés sont annotés de manière systématique. Ces interactions entrainent des modalités d'élaboration en direct et avec une forte dimension de co-construction. Par exemple, dans un repas les participants produisent des micro-récits pour argumenter leur point de vue. A partir de ce premier travail d'exploration et d'analyse, notre étude permettra d'enrichir le questionnement théorique sur l'intrication des dimensions textuelles de l'interaction avec celles de la narration dans les situations de communication étudiées.
Bibliographie Auer, Peter. 2009. Online-syntax: thoughts on the temporality of spoken language. Language Sciences 31(1). 1–3. Blanche-Benveniste, Claire et al. 1990. Le français parlé (études grammaticales). Sciences du langage. Editions du CNRS. Bres, Jaques. 1994. La narrativité. Louvain-la-Neuve : Duculot. Gernsbacher, M.A. et Givon T. 1995. Coherence in spontaneous text. Amsterdam/Philadelphia : J.Benjamins. Goodwin, Charles. 1984. Notes on story structure and the organization ofpa10 participation. In M. Atkinson and J. Heritage (eds.), Structures of Social Action. Cambridge: Cambridge University Press, 225–246. Labov, William & Joshua Waletzky. 1967. Narrative analysis: oral versions of personal experience. In J. Helm (ed.), Essays on the verbal and visual arts, 12–44. Seattle: University of Washington Press. Ploog Katja. 2021a. Séquentialité et variation constructionnelle dans les corpus oraux. In : Bertin, A. et al. (dirs.), Réflexions théoriques et méthodologiques autour de données variationnelles, Presses Universitaires de Savoie, 43–56. Ploog Katja. 2021b. Tourner en rond : le récit dans la gestion de crise en interaction de soin en réunion d'équipe. SHS Web of Conferences vol.133, Varia langage et soins 2020 - Regards croisés sur le langage dans la pratique du soin. Ploog Katja & Anne-Sophie Calinon, Nathalie Thamin. 2020. Mobilité. Histoire et émergence d'un concept en sociolinguistique. Paris : L'Harmattan. Sacks, Harvey. 1986. Some consideration of a story told in ordinary conversations. Poetics 15(1–2). 127–138.
storytelling among two Japanese L2 learners of English during a five-month study abroad program
Oral Presentation[SYMP16] A cross-linguistic and cross-methodological approach to storytelling in talk-in-interaction10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
This study investigated storytelling among two Japanese L2 learners of English during a five-month study abroad program in the US or Canada and explores their progression over time concerning aspects of turn-taking. Analyzing changes in social behavior and practice over time implies various methodological challenges for Conversation Analysis (CA) research (Pekarek Doehler & Berger, 2018). The conversation data was collected from these Japanese students as they participated in face-to-face interactions with speakers of host families, teachers, and friends during their study abroad program. Participants' conversations were video-recorded by the participants at the beginning, middle, and end of their study abroad program. Some of the findings of this study are the followings. A conversation tended to be interrupted when participants and other interlocutors were enthusiastic about talking with interest, where a subject mainly involved personal matters. For example, a teacher was interested in the story about Participant One's interpersonal relationship and then jumped into her speech halfway. Participant One did not seem to mind the teacher's interruption, and they cooperatively carried their talks forward instead. Similarly, Konakahara (2015) states that the interactants neither treat the overlap as interruptive nor competitive, and as a result, they succeed in understanding each other and building interpersonal relationships. Participant One explicitly used direct or unmitigated complaints when conversing with the teacher. As for reasons for Participant One's direct complaints, Wijayanto, Prasetyarini, and Hikmat (2017) explained that participants used insufficient mitigation strategies and lacked pragmatic competence. Participant Two shared her high school experiences with her language partner. They sometimes overlapped. Participant Two was penalized for cutting her eyebrows against the rules. Her language partner immediately asked questions as a way to express sympathy, "How do they check if you trimmed your eyebrows? How do they check that? Wow." And this time, she complained about her unpleasant experience, which she accidentally got dress code warnings. The self-disclosure to a female recipient's language partner by Participant Two (or vice versa) suggests that their friendships would be intimate. Females seem to share these kinds of personal experiences readily with their female friends. By agreeing about their evaluation of something, they reinforce their shared values. Both used the complaint strategies to inquire about the problems and seek information. Thongtong and Srioutai (2019) also show that females perform complaints differently from males in the role play.
Multilingual Story-Telling and Interacting Languages - Observations on the Development of Narrative Competence in Multilingual Children
Oral Presentation[SYMP16] A cross-linguistic and cross-methodological approach to storytelling in talk-in-interaction10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
The development of narrative competence is considered one of the basic competences in language acquisition. Children need to learn how to construct coherent stories, how to build coherence and meaning. Every language has its own linguistic features that come into play. How do children who grow up multilingually construct their storytelling and how do the different language systems interact with each other in storytelling? In order to develop first ideas, three trilingual children (3L1, French, German, English) and their parents were asked to tell the Frog story orally. The categories of connection, cohesion, coherence and transfer phenomena are examined in their recordings. One aim is to work out possible interactions between the language systems with regard to narrative patterns, and at the same time possible influences of the parental input can be filtered out. To support the results, the stories from the 3L1 narratives will be compared with stories from a learner corpus and with stories from monolingual subjects. Another aim is to analyse possible differences, at least in tendency, in the development of narrative competence.
The development of narrative competence is considered one of the basic competences in language acquisition. Children need to learn how to construct coherent stories, how to build coherence and meaning. Every language has its own linguistic features that come into play. How do children who grow up multilingually construct their storytelling and how do the different language systems interact with each other in storytelling? In order to develop first impressions, three trilingual children (3L1, French, German, English) and their parents were asked to orally tell the Frog story (Mayer 1969) in all three languages. The children were 6 years, 9 years and 11 years old at the time of the recordings. The recordings were transcribed. The categories of connection, cohesion, coherence and phenomena of transfer and/or crosslinguistic-influences are examined in their recordings. The questions are, for example, how the children succeed in establishing connection, e.g. via grammatical structures (e.g. tense), but also via text-linguistic factors such as connectors, referential networks, frames, etc. At the level of interaction, the study is particularly interested in code-switching phenomena and cross-linguistic influences (CLI). A further question is directed towards the possible influence of parental input - do linguistic structures and/or narrative patterns from the mother's story are repeated in the children's stories? All this can give first insights into the development of narrative competences in multilingual children as well as into the interaction of different language systems in storytelling.. In order to support and substantiate the results and also to work out special features for multilingual acquisition, the stories of the 3L1 narratives will be compared with stories from a learner corpus (L1 German, L2 English, L3 French) as well as with stories from monolingual subjects. Here, too, the Frog story was told in each case. Another aim is to analyse possible differences, at least in tendency, in the development of narrative competence. Do multilingual subjects with parallel acquisition show similar interaction patterns between the different languages as learners with successive acquisition? How do they differ? Such a comparison allows the development of initial ideas with a view to possible different cognitive processing in multilingual acquisition, from which implications for the use of storytelling in foreign language teaching can arise. Selected Bibliography:
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163. Mustaba, M. (2008). Storytelling: A boon to children's language development. Journal of Urban Education: Focus on Enrichment, 5 (1) 68-73. Nicholas, B., Rossiter M., & Abbott, M. (2011). The Power of story in the ESL classroom. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 67(2), 247-268. Peck, J. (1989). Using storytelling to promote language and literacy development. The Reading Teacher, 43(2), 138-141. Speaker, K., Taylor, D., & Kamen, R. (2004). Storytelling: Enhancing language acquisition in young children. Education (Chula Vista), 125(1), 3-14.
« Je gardais [la] clé de mes voisins quand ils partaient en vacances » ["I used to keep my neighbours' keys when they went on holiday”]. Small stories for an alternative representation of oneself in researcher/prisoner interview in jail.
Oral Presentation[SYMP16] A cross-linguistic and cross-methodological approach to storytelling in talk-in-interaction10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
As part of a discourse analysis research project on the representation of prison life as discursively constructed by prisoners (ex-VRP project, led by F. Pugnière-Saavedra, UBS), they were interviewed within semi-structured interviews in prisons. Those interviews were structured around four themes: their experience as an individual in the prison organization, their reception of judicial activity, their relations with the other actors in prison life (fellow prisoners, guards, etc.) and finally, their emotional experience of the prison experience. Twenty-three interviews were thus conducted (i.e. a recording duration of 15h hours and 48 minutes), which included, on numerous occasions, the introduction by the prisoners of "small stories" (Georgakopoulou, 2006; Bamberg, Georgakopoulou, 2008) which aim to draw an alternative representation of one-self outside the prison experience. In this paper, we propose to analyse the implementation of this storytelling by insisting on the mechanisms of integration of these narratives into the interviews (introduction and closure) by relying on lexical, syntactic and macro-syntactic clues, and on the pragmatic aim of these insertions into the talk-in-interaction, episodes that were not foreseen but authorised by the research protocol.
Bibliographie Adam, Jean-Michel, 2019, « Linguistique – récits – narratologie », Pratiques [En ligne], 181-182 Bamberg, Michael. 2011. "Who am I? Narration and its Contribution to Self and Identity", Theory & Psychology, n°21 (1), p. 1-22. Bamberg, Michael, et Alexandra Georgakopoulou .2008. "Small Stories as a New Perspective in Narrative and Identity Analysis",Text and Talk, n° 28 (3), p. 377-396. Bres, Jacques. 1994. La narrativité. Louvain-la-Neuve: Duculot. Bres, Jacques. 2003. Récit oral et production d'identité sociale, Presses universitaires de la Méditerranée, 226 p., 1994, Langue et praxis, 2-905397-66-7. Georgakopoulou, Alexandra .2007. "Thinking Big with Small Stories in Narrative and Identity Analysis", in Narrative–State of the Art, M. Bamberg (dir.), Amsterdam, John Benjamins, p. 145-154. Verneris, M.H. (2018). Récits de vie en milieu carcéral, des identités blessées, des vies cabossées. Paris : L'Harmattan.
Sensible story-telling in a suicide prevention chat
Oral Presentation[SYMP16] A cross-linguistic and cross-methodological approach to storytelling in talk-in-interaction10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
Our study focuses on a 10-year corpus of suicide prevention chat rooms: interactions take place between callers in a distressing, vulnerable situation who connect to the chat room, and non-professional volunteer listeners, who are responsible for receiving the callers' words and are trained in suicide prevention and the support that this requires. Our study will examine the role played by narration in the verbalisation of callers. The aim is to describe in detail the pragmatic functions and the syntactic and macro-syntactic structuring of the narrative deployed in the callers' speech.
Notre étude porte sur un corpus de 10 ans de chat de prévention du suicide : s'y déroulent des interactions entre des appelants en situation de détresse, de vulnérabilité, qui font la démarche de se connecter au chat, et des écoutants bénévoles non professionnels, chargés d'accueillir la parole des appelants et formés à la prévention du suicide et à l'accompagnement que cela requiert. Le chat étudié ici a été mis en place en France en 2005 pour recueillir plus particulièrement la parole des jeunes, qui s'avéraient moins prompts à utiliser le téléphone pour confier leur mal-être. Les discours des écoutants permettent d'y créer les conditions favorables à des confidences pour les écoutants. Ils accueillent dans l'anonymat des récits sensibles et intimes, et accompagnent les appelants dans leur « mise en mots », et jouent un rôle essentiel dans l'aide à mieux vivre ses vulnérabilités, à les mettre à distance, par la performativité de la parole, c'est-à-dire à sa capacité de réaliser des actions en les énonçant. Notre étude examinera le rôle joué par la narration dans la verbalisation des appelants. Il s'agit de décrire finement les fonctions pragmatiques et la structuration syntaxique et macro-syntaxique de la narration déployée au fur et à mesure dans la parole des appelants : à quels moments la narration émerge-t-elle (Sacks 1986 ; Traverso 1994, 1996) ? ; quelles ressources discursives (Bres 1994), syntaxiques et macro-syntaxiques (Auer 2015 ; Blanche-Benveniste et al, 1990) sont sollicitées dans ces conversations écrites (Koch & Oesterreicher 2001) ? ; quelle étendue fonctionnelle pour la narration dans ce contexte écologique particulier d'un chat de prévention (Auer 1998, 1999) ? Et en particulier, les moments narratifs et argumentatifs, s'avérant formellement difficilement séparables, comment se combinent-ils dans la confidence engagée auprès des écoutants ? La réception du récit entretissée de contre-argumentations (contre l'acte suicidaire en particulier) de la part des écoutants sera un des points d'orgue de cette étude (Doury 2016). Auer, P., 1999, From codeswitching via language mixing to fused lects. Toward a dynamic typology of bilingual speech, International Journal of Bilingualism, 3(4), 309-332. Auer, P., 2015, Temporality in Interaction, in Deppermann A. & Günthner S., Studies in Language and Social Interaction, 27, 27-56. Blanche-Benveniste, C., et al., 1990, Le français parlé (études grammaticales), Sciences du langage, Ed. du CNRS. Brès J. (ed.), 1994, Le récit oral, Montpellier, Praxiling, Publications de l'Université Paul Valéry. Doury, M., 2016, Argumentation : analyser textes et discours, Paris, Colin. Koch P. & Oesterreicher W. (2001). Langage parlé et langage écrit, in Lexikon der Romanistischen Linguistik, Tome 1, Tübingen, Max Niemeyer Verlag, 584-627. Sacks, H., 1986, Some consideration of a story told in ordinary conversations, Poetics, 15 (1-2), 127-138. Traverso V. (1996). La conversation familière, Lyon : PUL.
Reports of thought processes in storytelling: patients’ use of the verbs think and tänka in English and Swedish medical consultations
Oral Presentation[SYMP16] A cross-linguistic and cross-methodological approach to storytelling in talk-in-interaction10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
Research in Conversation Analysis has demonstrated how patients' storytelling in medical interactions can be constructed in different ways and with various purposes. Halkowski (2006) illustrates how one common way for patients to introduce a narrative sequence justifying their visit to the doctor is the formulation "At first I thought X, but then…". Through this device, patients present themselves as reasonable by highlighting their initial interpretation of their symptoms as something not worthy of a doctor's visit, before adding information explaining why they did seek medical care in the end. Moreover, Gill (1998) shows how patients' attempts to explain the causes of their condition tend to be downgraded through uncertainty markers. As Drew (1991) points out, this does not necessarily imply a lack of knowledge on their side, but it could also be a question of not feeling entitled to the concerned knowledge and leaving space for the doctor's evaluation. One way of doing this is through what Gill calls "speculative explanations", where the patients "sound as if they are doubtfully conjecturing aloud" (1998, p. 346).
The syntactic structures involved in these pronounced conjectures have been studied by Floquet (2019) who refers to them as monologues intérieures, interior monologues. She illustrates how these can be reported not only through explicitly communicative verb constructions such as "say to oneself", but also through mental activity verbs such as "think", which then is capable of both covering a simple thought, and of reporting a formulated piece of discourse, according to the syntactic structures in which it is inserted.
The aim of this presentation is to propose a conversation and syntactic analysis of patients' use of the English verb think and one of its Swedish equivalents tänka in storytellings in medical consultations: how and why are these verbs employed? The corpus consists of English audio recordings of medical consultations with a general practitioner, collected for the British National Corpus in 1993, and Swedish video recordings of medical consultations involving rheumatic patients, collected by Ulla Melander-Marttala between 1989 and 1992.
We will show how think and tänka both appear in different (micro and macro) syntactical structures as epistemic hedges and reporting verbs introducing different forms of thought processes. Accordingly, we want to demonstrate how these verbs allow the patient to downgrade their epistemic authority and justify their choices, thereby contributing to the construction of a certain patient identity.
References: Drew, P. (1991). Asymmetries of knowledge in conversational interactions. In I. Marková & K. Foppa (Eds.), Asymmetries in Dialogue (Harvester Wheatsheaf, p. 21‑48). Floquet, F. (2019). Monologue intérieur et discours rapporté : Une union problématique ? E-rea. Revue électronique d'études sur le monde anglophone, 17.1, Article 17.1. https://doi.org/10.4000/erea.8664 Gill, V. T. (1998). Doing Attributions in Medical Interaction: Patients' Explanations for Illness and Doctors' Responses. Social Psychology Quarterly, 61(4), 342‑360. Halkowski, T. (2006). Realizing the illness: Patients' narratives of symptom discovery. In J. Heritage & D. W. Maynard (Eds.), Communication in medical care: Interaction between primary care physicians and patients (1st ed., p. 86‑114). Cambridge University Press.
Isabel Colón De Carvajal 
Luisa Acosta Córdoba
Alexander M. Teixeira Kalkhoff
Moa Hagafors
