Conversation Analytic Approach Research Articles

Exploring Nurse Responses to Spontaneous Breastfeeding Episodes During Routine Infant Health Checks in Finland: A Multimodal Conversation Analytic Approach

ABSTRACT Support for mothers’ uptake and longevity in breastfeeding is a global health priority. The benefits of breastfeeding are well documented, ranging from immediate health benefits for the infant that include provision of the best nutrition, to longer-term impacts such as reducing the risk of future digestive complications and obesity in adulthood. We analyze how impromptu breastfeeding might be supported by health-care nurses in Finnish maternity and child health clinics during routine infant health checks. The video data analyzed explore naturally occurring breastfeeding during these clinic encounters, using the analysis of ethnomethodology and conversation analysis (EMCA) approach to explore breastfeeding interactions between mothers, infants, and nurses. Findings demonstrate that, in extract 1 the nurse makes herself freely available, offering verbal and physical support when needed, and in extract 2 the mother manages a close intimate interaction feeding her baby whilst also engaging in knowledge exchange regarding important information with the nurse. We discuss how spontaneous breastfeeding interactions during routine clinic visits provide opportunities for nurses to support breastfeeding, where they are acknowledged as rather complex activities requiring focus. Considerations for professional practice are made by exploring how these early perinatal visits provide opportunities for nurses to observe and converse with mothers about how they are managing breastfeeding. A further conclusion suggests that an EMCA methodological exploration of breastfeeding interactions can inform future nurse practice in Finland and other countries.

AI in situated action: a scoping review of ethnomethodological and conversation analytic studies

AbstractDespite its elusiveness as a concept, ‘artificial intelligence’ (AI) is becoming part of everyday life, and a range of empirical and methodological approaches to social studies of AI now span many disciplines. This article reviews the scope of ethnomethodological and conversation analytic (EM/CA) approaches that treat AI as a phenomenon emerging in and through the situated organization of social interaction. Although this approach has been very influential in the field of computational technology since the 1980s, AI has only recently emerged as such a pervasive part of daily life to warrant a sustained empirical focus in EM/CA. Reviewing over 50 peer-reviewed publications, we find that the studies focus on various social and group activities such as task-oriented situations, semi-experimental setups, play, and everyday interactions. They also involve a range of participant categories including children, older participants, and people with disabilities. Most of the reviewed studies apply CA’s conceptual apparatus, its approach to data analysis, and core topics such as turn-taking and repair. We find that across this corpus, studies center on three key themes: openings and closing the interaction, miscommunication, and non-verbal aspects of interaction. In the discussion, we reflect on EM studies that differ from those in our corpus by focusing on praxeological respecifications of AI-related phenomena. Concurrently, we offer a critical reflection on the work of literature reviewing, and explore the tortuous relationship between EM and CA in the area of research on AI.

“Doing being a good parent” in the pediatric clinic: Parents' knowledge displays in advice requests on infants' everyday care

Parents and pediatricians play pivotal roles in promoting a nurturing environment for children's growth and development, especially during the critical first thousand days of life. Given the challenges involved in infant care and rearing, parents often rely on pediatricians' professional support in a wide range of daily caregiving practices as diverse as complementary feeding, hygiene management, pacifier use, or sleep routines. Nevertheless, little attention has been devoted to the in vivo observation of how parents actually request advice on babies' everyday care, and how pediatricians attend to such requests. By adopting a conversation analysis approach to a corpus of 23 videorecorded Italian pediatric well-child visits, the article explores the different ways through which parents navigate the face-threatening activity of soliciting the pediatrician's advice on infants' everyday care and management. The analysis illustrates that parents overall display (different degrees of) prior knowledge and competence on the topics brought to the pediatrician's attention while, at the same time, acknowledging the pediatrician's expertise and professional role. In this way, I argue that parents display themselves as competent, knowledgeable, caring, and therefore “good parents”. After discussing the results, in the concluding remarks I point to what seems to be a cultural change in parent-healthcare provider interactions.

Translanguaging in a beauty salon

Abstract This is an explanatory case study of how translanguaging offers space for practicing two shared languages: Saudi Pidgin Arabic and English as a lingua franca (ELF). It attends closely to overt types of translanguaging resources practiced by interlocutors. The study utilizes the conversation analysis (CA) approach to analyze conversations totaling 240 minutes, held in a beauty salon, between a Saudi female client and a Filipino beautician who communicated with each other using English and Saudi pidgin. The results show that the speakers’ interaction is mainly in English, but they switch to pidgin Arabic to fix misunderstandings, create humor, and engage in cooperative interaction. The study demonstrates that overt translanguaging resources employed by participants strengthen the multilingual nature of their ELF interactions, during which another contact language–Saudi pidgin in this case–can be practiced as another lingua franca. The study extends the limited literature on the nature of translanguaging in lingua franca social contexts and demonstrates the uniqueness of the translanguaging resources employed by ELF users.

Power Relations in Institutional Discourse: A Conversation Analytic Approach

Language is one of the dominant channels through which power can be exercised and struggled over during social interaction. In institutional discourse, power can interactionally be achieved and negotiated through the use of a variety of discursive resources at the disposal of discourse participants. This study employs a conversation analytic approach (CA) to data collection and analysis. The main objective of the study is to find out how power and control are exercised throughout the course of news interviews. Data analysis of a substantial extract from a BBC news interview with former Secretary-General of the United Nations, Kofi Annan, revealed four discursive features of particular significance in terms of the management of power and control: questioning, interruption, topic-controlling, and formulation. These discursive control devices enable the interviewer to exercise power and control over the interviewee. The use of each of these discursive features is examined and the implications of the analysis for language teaching and learning are discussed.

Patients in pain

Communication research on medical interaction has made inroads into how patients shape treatment outcomes as well as how physician presentation of treatment can shape patient acceptance or resistance. Pain is the number one reason patients visit primary care physicians. The overprescription of opioids for chronic pain remains a major public health problem in the US and constitutes a risk factor for opioid addiction. In this study, we investigated how primary care physicians communicate recommendations for alternatives to opioid treatments for patients with self-reported moderate to serious chronic musculoskeletal pain and examined the relationship between communication strategies and patient resistance to non-opioid treatment recommendations. We relied on a convenience sample of 35 video recorded visits in which musculo-skeletal pain was reported as moderate to severe (or over 5 on the pain scale). Using a combined approach of abductive analysis, conversation analysis and descriptive statistics, we show that physicians are less likely to face patient resistance when they frame their non-opioid pain treatment recommendation as novel and present the treatment as concrete and tailored to the patient’s problem.

Repair or not? Face-saving in EFL Classes in an Elementary School in Japan

This study examines how face is protected for smoothly conducting English classes and building good relationships among class teachers (CTs), native English teachers (NETs), and students in EFL classes in an elementary school in Japan. In this study, interactions among the CTs, the NETs, and the students in English lessons were recorded for about 50 hours in total, and the transcribed data were analyzed partially on the basis of existing research on classroom discourse, conversation, and classroom-based conversation analytic approaches. The results show that the CTs, the NETs, and the students manage an irregular usage of Japanese by the NETs and of English by the CTs and the students in EFL classrooms by protecting interlocutors’ face in various ways, such as indirect repair and silence.

Teachers’ multimodal resources for delegated peer repair: Maximizing interactional space in whole‐class interaction in the foreign language classroom

AbstractIn classrooms, teachers play a fundamental role in managing students’ participation. As part of their classroom interactional competence to maximize interactional space for students’ learning, teachers use multimodal resources to orchestrate turn‐taking, allocate the next speaker, and manage repair sequences. However, little is known about how teachers employ these resources to engage learners in delegated peer repair, that is, repair sequences initiated by a student and solved by another classmate. Adopting a multimodal conversation analysis approach, this study aims to investigate how Spanish‐as‐a‐foreign‐language teachers multimodally manage delegated peer repair in whole‐group interaction by increasing interactional space to promote students’ participation. The findings show that teachers often resort to embodied resources such as gaze, gestures (pointing), and hand and body movements (stepping backward) to engage students in delegated peer repair, leading to increased student participation and autonomy. We end with some reflections on the relevance of the adopted methodology for better understanding how teachers employ multimodal resources to create interactional space and engage students in delegated peer repair, thus promoting learners’ interactional competence in the foreign language. It also suggests some potential implications for teachers’ professional development.

Offering an olive branch: a study of dissenting rater's practices for resolving placement discrepancies

Assessment of student writing by human raters often involves discrepancies, necessitating discussions for resolution. This study explores this process within a US university's English for Academic Purposes program, focusing on the exit practices of dissenting raters - strategies used to conclude disagreements. Utilizing multimodal conversation analysis, the study reveals that dissenting raters typically employ two exit practices: acknowledging personal bias and deferring to the opinions of co-present raters. While acknowledging bias effectively ends disagreements, deferring to others can be perceived as challenging equal participation, thus introducing complexity into the resolution process. The study also highlights how social concerns regarding professional credibility and reputation influence raters’ resolution strategies. The findings offer valuable insights into the interactional complexities of academic placement meetings, underscoring the importance of understanding exit practices in these contexts. They also demonstrate the potential of a conversation analysis approach for uncovering unexplored facets of rater interactions.

‘Softballs’ for ‘Hardballs’: The congenial political interview on right-wing partisan TV news outlets

Taking a conversation-analytic approach, this article examines potentially shifting norms of political interviewing against the surge of authoritarian populism and increasingly legitimated forms of political and discursive bias on affiliated partisan TV outlets. Based on four political interviews of Donald Trump and Steve Bannon on Fox News and GB News, the analysis documents changes in interviewing practices away from the conventions of accountability interviewing. These changes involve the design of IR questions, the interpersonal dynamics between IR and IE, and the interactional work performed by questions and political interviewing at large. It is demonstrated that, in the aftermath of organizational and ideological disruptions affecting partisan right-wing media such as Fox News, political interviewing enacts a congenial type of questioning, with attendant transformations in the negotiation of accountability. The analysis documents two variations of congenial interviewing practices, one in the absence of adversarial questioning, and the other in the presence of ostensibly accountability questions, that are nevertheless deployed as interviewer resources for doing strategic image-repair work in the benefit of the interviewee. The attested questioning practices have implications for the normalization of authoritarian populist discourses and agendas, and, also, for the future of journalism as watchdog and safeguard of democratic institutions in liberal democracies.

A Conversation Analytic Study on Scaffolding Strategies Applied in an Online English Class

In higher education, it is anticipated that English students should possess both proficiency in language and the capacity for critical thinking. Nonetheless, the dynamics of English as foreign language (EFL) classrooms often reveal a tendency for teachers to exert significant control over the class. Thus, this study aims to discover the scaffolding strategies applied by the teacher in an online EFL class in terms of classroom interactional competence (CIC). The participants were twelve English preparatory class students studying at A2 level of a state university in Türkiye. The majority of the students were Turkish and one of them was Somalian. They were enrolled in the same class. In the application process, the Microsoft Teams educational platform was used, and the lesson was conducted synchronously through this platform. The lesson lasted ninety minutes. By adopting a conversational analysis (CA) approach, a ninety-minute online English class was critically examined within the scope of Walsh’s (2006) self-evaluation of teacher talk (SETT) framework and concept of CIC. The interaction was analyzed by specifically focusing on scaffolding mechanism. According to the findings, the teacher was found to apply restating, reformulation, inviting participation from students, providing explanation, modelling, extension, further explaining students’ understanding and checking scaffolding strategies.

Investigating the Depiction of Informal Mentoring Relationship between Two Fictional School Teachers in Rita TV Series: A Conversation Analysis Approach

Investigating the Depiction of Informal Mentoring Relationship between Two Fictional School Teachers in Rita TV Series: A Conversation Analysis Approach

Short Note—Revisiting Formality in Contemporary Business Interaction: A Conceptual Framework

Formality is better than its reputation. Formality may accomplish and sustain shared attention, execute events in an orderly and fair manner and secure broad and relevant participation. Formality is moreover not rigid and binary. It is relative, dynamic, co-constructed, and locally negotiated. It may provide proactive solutions to complexities in contemporary institutional interactions and may support participants’ orientation toward specific goals. This paper presents a conceptual framework for the concept of formality in social interaction. The paper proposes that formality is analyzed according to six dimensions: structural–episodic; preemptive–remedial; stipulated–taken-for-granted; instructed–questioned; scripted–negotiated; and excessive–granular. It takes a conversation analytic approach to video or audio recordings of real-life contemporary business interaction, both co-located and mediated via information and communication technology. As a wide-ranging and multifaceted set of instruments, formality may be used beyond institutional goal-orientation to include and exclude, to create transparency or lack thereof, and to promote or block (un)just powers. The practical implication is therefore to encourage a reflexive practice that promotes transparency by allowing for the participants to negotiate the formality of a situation. To formulate and explain formality may serve to include lay people in institutional procedures and place the participants on a more equal footing. Being aware of how to increase and decrease formality, episodically as well as structurally, makes it possible to question and redesign layers of formality in institutional processes, procedures, and encounters.

A conversation analytic approach to schizophrenic interaction: methodological reflections on disruptions of the common-sense world.

Certain schools of phenomenological psychiatry conceive of schizophrenia as a pathology of common-sense. Ethnomethodological enquiry, with its roots in Schutzian social phenomenology, takes as its domain, topic, and substance of study the ongoing achievement of a common-sense world between social members. Yet, dialogue between psychiatry and ethnomethodological approaches is thin. In this article, we discuss a conversation analytic approach to schizophrenic interaction which has generated and utilized a model of a five-world manifold to frame analyses of talk-in-interaction. 'Worlds' are conceived, after Schutz, as finite domains of meaning, and the model operates as a breach of natural attitude assumptions to examine mechanisms of the constitution of the one-world-in-common of common-sense. It is suggested that certain aspects of schizophrenic talk might receive account in terms of a loss of integration between these five domains of meaning. Conversation Analytic methods were applied to transcripts of audio recordings of psychiatric interviews but encountered hurdles that motivated the broadening of methodological scope. Such hurdles included a weakening of the next turn proof procedure, implicit reification of the schizophrenia construct, and problems of translation presented by the analyst's normative membership encountering non-normative life-worlds of schizophrenic experience. Strategic responses to these hurdles included exploring linkages between phenomenological psychiatry and ethnomethodological approaches, as well as an engagement of ethnomethodological self-reflection and conceptual clarification of the schizophrenia construct in line with Garfinkel's unique adequacy requirement. The manifold model is glossed, and interaction between two of its worlds - a world of concrete, situational immediacies and another of abstract organizations - is explored in more detail via analysis of conversational data. It is suggested that the five-world model, along with further micro-analysis of talk-in-interaction, might have implications in psychiatry for topics such as autism, double bookkeeping, concretism, theories of disturbed indexicality, and insight attribution. We conclude that the consideration of atypical interaction obliges the interaction analyst to take account of their own implicit normative world-frames and that the use of domain-specific top-down models in conjunction with the inductive approach of Conversation Analysis may extend the reach of CA to facilitate productive dialogue with other disciplines.

A multimodal translingual approach to study a young learner's willingness to communicate

AbstractContrary to prevailing research on willingness to communicate (WTC) which treats spoken second language (L2) as the predominant indicator of WTC, this study examines a young English as a second language (ESL) learner's WTC expressed through multimodal means and her utilization of multimodal and multilingual resources for mediating WTC in translingual environments. Data were collected from videotaped ESL lessons and an interview. Adopting a multimodal conversation analysis (CA) approach, this cross‐disciplinary study analyzes the ESL novice's WTC expressions in two communicative settings: small‐group interactions in ESL class and a multilingual triad conversation in an interview. Findings reveal that (1) gestural WTC display can signify more than one's intention to enter discourse, (2) contrary to previous WTC studies, first language (L1) use can indicate L2 WTC, and (3) the learner used diverse semiotic resources to mediate WTC and sustain discursive engagement. Implications are discussed with respect to the findings. This study extends the understanding of WTC beyond spoken L2 expressions, emphasizing embodied display and L1 use in the learner's communicative repertoire. Additionally, it sheds light on the learner's strategic use of multimodal resources to sustain engagement in translingual environments, contributing to the broader field of language education and multimodal analysis.

Code-switching as a linguistic resource in an EFL context at a language center in Mexico

This study explores code-switching (CS) as an interactional resource by learners in an EFL classroom in a predominantly monolingual context of Mexico could provide university students with a useful resource in language learning. The research aim is to identify and analyze the codeswitching interactional patterns that the students use to participate in the classroom such as reiteration, equivalence, floor-holding and socializing. In order to analyze these ways, observation sessions were carried out as these depictions demonstrated what was taking place in the EFL classroom. Field notes are used to triangulate data; therefore, a more in-depth and rich analysis is brought forth as to how these resources are used. Accordingly, classroom data is analyzed using an applied Conversation Analysis approach. This case study is part of a PhD project that explores the linguistic practices of nine students from two intermediate EFL classes. Both observations and field notes reveal that learners´ draw on CS for carrying out learning activities, negotiate meaning, as it is a supporting element in the communication of information and in the learners’ social interaction. Therefore, the study suggests that CS serves for communicative purposes in a way that is exploited as a tool for transference of meaning.

The normative order of sensing: enacting the tasting sheet in tasting training sessions

Abstract Tasting sessions are a social activity in which the senses and the sensorial features of the tasted objects are the main focus of the participants, who do not only experience taste but also aim at precisely describing it. For doing that, they use pre-formatted tasting sheets and pre-existing standardized repertoires of descriptors. This paper investigates the relations between bodies and sensations, linguistic expressions and the normativity of lexical repertoires. While the literature has insisted on the sensorial lexicon of diverse languages and its specialization within expert domains, the very way in which the sensing body, language, and the normativity of standardized categories are precisely articulated in tasting practices remains understudied. Using an ethnomethodological and conversation analytic approach, this paper demonstrates how participants in training tasting sessions achieve practically, bodily and materially the association between the sample tasted, the sensing body and the use of lexical repertoires. Artefacts and tools like tasting sheets and lexical lists are situatedly mobilized in a way that enhances the senses but also socializes and standardizes them. On the basis of cheese tasting sessions video-recorded during training workshops of professional tasters in Italy and Italian-speaking Switzerland, the paper demonstrates how the normative order of sensing is achieved through the imbrication of the use of tasting sheets within the sensory examination of samples – thus showing how body, materiality, language, and artefacts are normatively constrained, practically managed and bodily aligned in the tasting session.

Drawing as a Pedagogical Resource for Immigrant Children’s Stories About Belonging

This article explores how drawing, facilitated by teacher prompts, provides opportunities for children to communicate their new connections in and sense of belonging with Aotearoa New Zealand, whilst sustaining connections with people and experiences from their home country. We use an ethnomethodological framework (Garfinkel, 1967) and a conversation analysis approach (Sacks et al., 1974) to explore spontaneous interactions between children and early childhood teachers around drawing activities. Four children, aged 3 and 4 years and who are from immigrant backgrounds, are the focus for the article. They participated with their families as case studies in research about the role of early childhood education in strengthening belonging for refugee and immigrant families (Mitchell et al., 2018). Families selected for case studies were of differing ethnicities, had come to Aotearoa New Zealand as refugees or immigrants, and wanted to participate in the research. The examples here involve the children restricting their talk to include only the characters they have drawn, demonstrating drawing as a unique resource which restricts possible unintentional ‘hijacking’ (Davis & Peters, 2008). Our findings demonstrate how touch and talk intertwine to co-construct a sequential unfolding of a story where characters are identified prior to the child telling about activities and location. As such, the drawings act as tangible resources which facilitate talk about an abstract concept such as belonging. ‘Slow pedagogies’ and a dedicated space for uninterrupted work with small groups were other facilitating features.

How technology shapes advice: professional–parent interaction in a digital pediatric treatment

IntroductionTechnology-enabled treatments (TET) have emerged in pediatric care as an effective solution for early and intensive intervention. There is a lack of research in the field of digitalized health care on the interaction between professionals and parents on which these treatments are based, and at the same time too little is known about the impact of remoteness and technology on interaction in the field of health communication.MethodWe use a conversation analytical approach to examine the interaction between occupational therapists and parents in one such treatment on a micro level, with a focus on advice-giving and the role of professional and parental authorities in this.ResultsOur analyses show that professionals in TET work together with the parents of children in treatment to achieve children's rehabilitation goals. In advice-giving in TET, the professionals interactionally downgrade their epistemic and deontic authority, orienting toward the imposition on parents inherent to advice and orienting toward parental authority.DiscussionBy describing three different patterns of the interactional unfolding of advice-giving, we provide insights into how professionals carefully initiate and return to advice and show how this activity is shaped by the technology used for the interaction. Our study offers a better understanding of how paramedical professionals practice their profession given remoteness and technology and what TET entails interactionally in terms of advice-giving.

Facilitating participation in an online dance class for people living with dementia

Background: Care workers practice different approaches to facilitating social participation and managing (non-)responsiveness in activities for people living with dementia. Utilizing an on-screen dance activity in a foreign language, carers in this study draw on multimodal resources and shift their footings in participation frameworks to demonstrate and reformulate expectations in pursuit of responses. Method: Data were collected as part of a test pilot for a dance program designed for people with cognitive and physical challenges. The program was remotely delivered from Canada to a private, assisted living facility in Finland during the COVID-19 pandemic. Video recordings of five consecutive weekly dance classes were transcribed and analyzed using an ethnomethodology and conversation analysis (EMCA) approach to multimodal interaction, looking at directive-response sequences. Results: Our preliminary results explore how co-present facilitators encouraged participation of a non-responsive participant through embodied directives in three ways: through demonstrations and reformulations in co-participation; through repetition and emphasis in response to non-compliance; and through a subsequent proposal of a change in the interactional frame. Discussion/conclusion: There are various recipient-designed ways in which care workers facilitate participation in on-screen arts-based programs, including how they address non-compliance.