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Multimodal Interaction on the Move: Instructional Sequences in Driving Lessons [Mīkstie vāki]

  • Formāts: Paperback / softback, 418 pages, height x width: 235x155 mm, weight: 735 g
  • Sērija : Utrecht Studies in Language and Communication 36
  • Izdošanas datums: 29-Sep-2022
  • Izdevniecība: Brill
  • ISBN-10: 9004365273
  • ISBN-13: 9789004365278
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  • Mīkstie vāki
  • Cena: 127,65 €
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Multimodal Interaction on the Move: Instructional Sequences in Driving LessonsPalielināt
  • Formāts: Paperback / softback, 418 pages, height x width: 235x155 mm, weight: 735 g
  • Sērija : Utrecht Studies in Language and Communication 36
  • Izdošanas datums: 29-Sep-2022
  • Izdevniecība: Brill
  • ISBN-10: 9004365273
  • ISBN-13: 9789004365278
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9789004365278.html
Keywords:
"This book is a study of around seven hours of naturally occurring video data, recorded by the author in the Italian speaking part of Switzerland. Drawing on the methodology of Conversation Analysis, Gazin analyses instructional sequences of interaction during driving lessons. The temporal constraints of mobility make the driving lessons a rich setting for the investigation of sequence organisation and action constitution. The author identifies different types of actions that compose the unfolding driving and instructing activity, and their turn-constructional features (e.g. different verb forms for specific instructions). The analyses thereby offer insights that inform fundamental concepts like multiactivity and multimodality. The investigations in thisbook contribute to an increased understanding of the mechanisms of human interaction in general and in mobile settings more specifically"--

This book is a study of instructional interaction in driving lessons. Drawing on the methodology of Conversation Analysis, Gazin describes how the participants build specific types of sequences with the constraints of mobility and of the continuously ongoing driving activity.
Acknowledgements xi
Transcription Conventions (Based on Gail Jefferson's) xii
List of Figures and Tables
xiv
List of Excerpts
xv
Introduction 1(2)
1 A Conversation Analytic and Multimodal Approach to Interaction in Driving Lessons
3(24)
1 Theoretical Framework
3(3)
2 Research Questions
6(1)
3 Data
7(4)
4 Talking the Driving Lesson into Being
11(6)
5 Instructional Talk: Terminology
17(10)
5.1 Action -- Activity
17(1)
5.2 Directives -- Requests -- Instructions
17(2)
5.3 Instructions -- Instructional Sequences and Types of Instructions
19(8)
2 Instructing in a Mobile Setting: Literature Review
27(19)
1 Interaction in Mobile Settings
27(9)
1.1 Interaction in Space
27(2)
1.2 Interaction on the Move
29(4)
1.3 Interaction in the Mobile Car
33(3)
2 Multiactivity
36(2)
3 Directive / Instruction -- Response Sequences
38(8)
3.1 Directives / Instructions
38(5)
3.2 Directing Mobile Action
43(1)
3.3 Instructing Mobile Action
43(3)
3 Multiactivity in the Driving Lesson
46(77)
1 Instructions Embedded in the Ongoing Physical Activity
46(17)
2 The Driving Activity as a Primary Context: Incipient Talk
63(13)
2.1 Continuing State of Incipient Talk
63(7)
2.2 Single Instructions and Freestanding Instruction-Giving
70(6)
3 Multiple Activities -- Multiple Types of Multiactivity
76(13)
3.1 Driving and Immediate Action Instructional Talk
79(3)
3.2 Driving and Future Action Instructional Talk
82(3)
3.3 Driving and Everyday Talk
85(2)
3.4 Driving, Doing Everyday Talk and Doing Instructional Talk
87(2)
3.5 Schema: Multiactivity in the Driving Lessons
89(1)
4 The Interaction during the Journey Structured by the Road Situation
89(13)
5 Turn-Taking as a Resource for Organising Multiactivity
102(19)
5.1 Rules for Turn-Taking in Ordinary Conversation
103(2)
5.2 Orienting to Possible Transition Relevance Places or Talking in Overlap?
105(16)
6 Multiactivity in the Driving Lesson: Discussion
121(2)
4 Instruction Types and Instructing Practices: Sequence Organisation
123(190)
1 Receiving Instructions
124(36)
1.1 Acknowledging Receipt of the Instruction
124(6)
1.2 Displaying Change of State
130(3)
1.3 Co-Constructing the Instruction
133(3)
1.4 Repair Initiation
136(5)
1.5 Accomplishing the Instructed Action
141(5)
1.6 No Response
146(4)
1.7 Working Notions Topic vs. Sequence
150(2)
1.8 Learner Drivers Display Their Interpretation of the Previous Action as an Instruction
152(1)
1.9 Minimal Instructional Sequences -- or Pairs?
153(7)
2 Instructions in or as Responses
160(15)
2.1 Instruction-Giving Prompted by a Social Action by the Learner Driver
160(7)
2.2 Correction Initiation in Second Position -- Response to Inappropriate Driving Actions
167(5)
2.3 General Instructions in Second Position -- Response to Appropriate Driving Actions
172(3)
3 Different Kinds of Instructions: Sequence Organisational Specificities
175(31)
3.1 Immediate-Action Instructions
176(12)
3.2 Future-Action Instructions
188(6)
3.3 General Instructions
194(8)
3.4 Explanations
202(4)
4 Closing Instructional Sequences
206(16)
4.1 Sequence Closing Third: occhei or Assessment
206(6)
4.2 Correction Sequences and Topicalisations
212(8)
4.3 Next Instruction
220(2)
5 Topicalising Problematic Driving Actions
222(6)
6 Instructional Chains
228(15)
7 Complex-Activity Sequences
243(42)
7.1 Direction Change Sequences
243(25)
7.2 Deviating Cases
268(9)
7.3 Parking Sequences
277(3)
7.4 Concluding Remarks
280(5)
8 Single Case Analysis: Explanation Sequence in the Parked Car -- Confronting Teaching Practices
285(26)
9 Sequence Organisation on the Move: Discussion
311(2)
5 Instruction-Giving on the Move: Turn-Constructional Features
313(80)
1 Designing Different Kinds of Instructions: Verb Forms as a Resource
313(18)
1.1 Imperative Plural -- Indicative 1st Person Plural -- Conditional 1st Person Singular vs. Imperative Singular -- Indicative 2nd Person Singular
313(13)
1.2 Presenting Requirements and Possibilities for Car Control: Modal Verbs dovere and potere
326(5)
2 Presenting Driving Actions as Situated in the Physical Environment and in a Larger Activity
331(17)
2.1 And-Prefacing
331(5)
2.2 Indicating Temporal Relations
336(7)
2.3 Instructing to See the Rationale: If-Then Constructions
343(5)
3 Establishing Reference to Actions with Few Resources
348(10)
3.1 Instructing with Syntactically (Incomplete reus
348(5)
3.2 Names for Actions: Instructing with Just a Noun
353(2)
3.3 Instructing with Just a Gesture
355(3)
4 Online Adjustment of Instructions
358(7)
5 Repeats
365(5)
5.1 Redoing the Instruction
365(3)
5.2 Verbalising Duration
368(2)
6 Itinerary Instructions
370(20)
6.1 A Pattern for Itinerary Instructions
370(1)
6.2 Place Formulation as a Resource for Itinerary Instruction
371(19)
7 Turn Construction on the Move: Discussion
390(3)
Concluding Discussion
393(12)
1 Summary of the Analyses
393(5)
2 Future Directions
398(7)
2.1 Teaching Practices
398(2)
2.2 Turn Construction
400(5)
References 405(13)
Index of Subjects 418
Anne-Daničle Gazin, Ph.D. (2015), University of Bern, has taught at Antwerp University, RWTH Aachen, Utrecht University, and currently teaches at Karel de Grote University of Applied Sciences in Antwerp. She has published articles on French and Italian and co-editored two journal issues. Her research focus is on language use in naturally occurring social interaction.