Doing formulating: “Writing Aloud Voice” sequences as an interactional method

Kristiansen, Elisabeth Dalby

doi:10.1016/j.pragma.2017.04.002

Cited by 6 publications

(7 citation statements)

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“…In the discursive domain of education, Wortham (1996) analysed five minutes of a class conversation, with a special focus on personal pronouns as one type of deictics; he concluded that personal pronouns index interactional alignment for the narrative events in classroom discourse; this has been proven by means of the methodological technique of "deictic mapping." Kristiansen (2017) defined and described Writing Aloud Voice (WAV) sequences as a change of footing that is utilized in formulation-bound hypothetical speech; she investigated a number of video recordings of the meetings of student projects. Kristiansen found that WAV sequences comprised, among other things, a "quotative construction" that projected a change of footing and an "existing device" that constituted a "return to previous footing" (Kristiansen 2017:49).…”

Section: Literature Reviewmentioning

confidence: 99%

Footing and Speech Acts in the Qurʼanic Dialogue of Allah and Iblīs: A Pragmatically Enhanced Approach

Salama¹

2021

IJAES

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This study seeks to examine the interface potentially holding between footing and the speech acts performed in the main Qurʼanic dialogue of Allah and Iblīs (Q15:32-43). The study utilizes a synthetic approach that combines two theoretical strands: (i) Erving Goffman’s (1979, 1981) interaction model of footing as orchestrated by the speaker roles of animator, author, and principal; (ii) Searle’s (1976) classification scheme of illocutionary acts and their felicity conditions. Crucially, the pragmatically enhanced footing analysis of the Qurʼanic speech event that binds Allah and Iblīs has demonstrated how the two participants perform illocutionary acts that determine their theologically felicitous speaker roles as animator, author, and/or principal. Five categories of illocutionary acts have been identified in the overall participation framework of the dialogue: expressives, directives, declarations, representatives, and commissives. Based on these categories, both Allah and Iblīs have performed acts as authors, whose utterances are animated via the reportorial style of the Qurʼanic text; further, the perlocutions of certain acts have manifested the discursive positions of each participant in a way that reflects his manipulating speaker role in the speech event.

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Section: Literature Reviewmentioning

confidence: 99%

Footing and Speech Acts in the Qurʼanic Dialogue of Allah and Iblīs: A Pragmatically Enhanced Approach

Salama¹

2021

IJAES

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“…The data analyzed in the following come from a corpus of video recordings of student project group meetings at a Danish university which I collected from 2007 to 2008 as part of my PhD project (Mortensen 2010: 108), and which also formed the basis of the study reported in Mortensen (2014). Apart from my own work on the data set, the data have been explored by other researchers affiliated with the CALPIU Research Centre at Roskilde University Kjaerbeck 2008, 2011;Kristiansen 2015Kristiansen , 2017. The investigation of the data, my own as well as that of others, has overwhelmingly concerned the use of spoken language as part of social interaction.…”

Section: Data and Research Interestsmentioning

confidence: 99%

“…The analysis focuses on an extended sequence of collaborative writing which takes place at one of the meetings in the data set. This meeting is not included in Mortensen (2014), but it forms the basis of Kristiansen's (2017) account of the WAV sequence phenomenon. The meeting has a total duration of approximately two hours and 20 minutes, and the sequence under analysis is about an hour long.…”

Section: Data and Research Interestsmentioning

confidence: 99%

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Language regulation in collaborative student writing: a case study

Mortensen

2018

Language and Education

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The article provides a micro-analytical perspective on processes of collaborative writing among university students at an international BA programme in Denmark, investigating the extent to which language regulation takes place as part of the students' joint writing activities and exploring the language ideological underpinnings of such regulatory practices. Four overall analytical observations are made concerning the practices of the group: 1) Writing is a multilingual process; 2) Written products are monolingual; 3) Language regulation rarely concerns form; 4) Getting the message across is key. These findings are discussed in relation to existing findings in the literature and related to the topic of university language policy.The article provides a micro-analytical perspective on processes of collaborative writing among university students at an international BA programme in Denmark, investigating the extent to which language regulation takes place as part of the students' joint writing activities and exploring the language ideological underpinnings of such regulatory practices. Four overall analytical observations are made concerning the practices of the group: 1) Writing is a multilingual process; 2) Written products are monolingual; 3)Language regulation rarely concerns form; 4) Getting the message across is key. These findings are discussed in relation to existing findings in the literature and related to the topic of university language policy.

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“…These functions are not obligatory and can be deactivated, turning the software into an ordinary word processor, but the idea is that the instant feedback enables writers to hear what they write on a systematic basis, which offers the possibility for (especially beginner) writers themselves or persons in their surroundings to correct recognisable typing mistakes, misspellings, syntactic errors, and incoherence in the text (http://www.skolstil.se). TTS functions offer similar interactional affordances as writing aloud (Komter 2006;Mortensen 2013;Dalby Kristiansen 2017), such as making the writing process public, but also differ in terms of the basic structural organisation of the talk. But TTS functions also differ from other publicly available tools, such as visual marking of misspelled words on screen (Čekaitė 2009;Musk 2016), as no diagnostic functionality is offered apart from the opportunity to hear recognisable problems.…”

Section: Introductionmentioning

confidence: 99%

Young students’ treatment of synthetic voicing as an interactional resource in digital writing

Bowden

Evaldsson

2021

Classroom Discourse

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This multimodal conversation analysis study is part of a larger video ethnographic project that explores the media literacy practices that children develop as they use digital and mobile technologies. The study investigates how Swedish students in grades 3-4 make use of text to speech (TTS) technology as an interactional resource during collaborative writing on iPads in the classroom. The results show that students routinely make use of synthetic voicings to display and claim knowledge about the voiced written units and negotiate writing roles with differing epistemic rights and obligations to assess voicings and practice repair.

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Doing formulating: “Writing Aloud Voice” sequences as an interactional method

Cited by 6 publications

References 36 publications

Footing and Speech Acts in the Qurʼanic Dialogue of Allah and Iblīs: A Pragmatically Enhanced Approach

Footing and Speech Acts in the Qurʼanic Dialogue of Allah and Iblīs: A Pragmatically Enhanced Approach

Language regulation in collaborative student writing: a case study

Young students’ treatment of synthetic voicing as an interactional resource in digital writing

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