Opening moves in informal Chinese telephone conversations

Sun, Hao

doi:10.1016/j.pragma.2004.01.007

Cited by 19 publications

(24 citation statements)

References 30 publications

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“…These tasks are establishing mutual recipiency (via a summons-answer sequence); accomplishing identifications (via identification or recognition sequences), greeting each other (via an exchange of greetings); and when socially appropriate, inquiring into each other's state of being (via an exchange of "howareyous"; Schegloff, 1968Schegloff, , 1986. In addition to the studies that have investigated the accomplishment of these common tasks in English (Coupland, Coupland, & Robinson, 1992;Drew & Chilton, 2000;Hopper, 1989aHopper, , 1989bHopper, Doany, Johnson, & Drummond, 1990Hopper & Drummond, 1992;Jefferson, 1980;Sacks, 1975;Schegloff, 1967Schegloff, , 1968Schegloff, , 1979Schegloff, , 1986Schegloff, , 2002a, there has also been significant interest in how openings vary across cultures (Duranti, 1997;Godard, 1977;Greif & Gleason, 1980;Hopper & Chen, 1996;Hopper & Koleilat-Doany, 1989;Houtkoop-Steenstra, 1991, 2003Knuf, 1989Knuf, -1990Knuf, , 1990Knuf, -1991Lentz, 1997;Lindström, 1994;Sifianou, 1989;Sun, 2004;Taleghani-Nikazm, 2002) and how they get adapted to suit the requirements of particular institutional settings (Clayman, 1991;Heath, 1981;Hutchby, 1996;Robinson, 1998;Whalen & Zimmerman, 1987).…”

Section: Moving Out Of Openingsmentioning

confidence: 99%

“So What's Up?”: Using the Discourse Marker So to Launch Conversational Business

Bolden

2008

Research on Language and Social Interaction

101

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In this article, I use conversation analytic methods to analyze interactional junctures in which transitions to the first conversational topic are accomplished. I examine several ways in which parties in ordinary (and especially telephone) conversations coordinate the launching of first "talkables," focusing specifically on environments in which such moves are delayed. I observed that many such moves are prefaced with the discourse marker so, suggesting that it plays an important role at this interactional juncture. In the article, I demonstrate that the underlying meaning of so as a marker of "emergence from incipiency" serves to characterize the upcoming action as introducing the conversation's first intended topic-something that was projected by the very act of initiating the contact and oriented to by participants as having been pending or incipient. In addition to mundane telephone conversations, I briefly examine several institutional encounters to explore how so gets deployed for introducing institutional agendas.

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Section: Moving Out Of Openingsmentioning

confidence: 99%

“So What's Up?”: Using the Discourse Marker So to Launch Conversational Business

Bolden

2008

Research on Language and Social Interaction

101

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“…Learners must understand that phatic communion is ubiquitous and prevalent, a "[…] most human process" (Sun 2004(Sun : 1462, which shows up through a plethora of acts like greetings, welcomes, questions about the interlocutors, leave-takes, wish-wells, farewells, compliments about obvious achievements or personal traits, complaints, narrations, chit-chat or comments about trivial things or events (Malinowski 1923: 476-479).…”

Section: A Methodological Proposal To Teach the Pragmatics Of Phatic mentioning

confidence: 99%

“…Its presence in many cultures and communities of practice, and hence the assumption that learners could transfer the necessary knowledge and ability to engage in it from their L1 (Kasper and Schmidt 1996;Kasper 1997), might have motivated its neglect in many teaching materials and courses. However, the pragmatics of phatic communion varies across cultures and communities of practice, unveiling differing underlying value systems (Placencia 2004;Sun 2004;Ladegaard 2011). …”

Section: Introductionmentioning

confidence: 99%

“…Like any other communicative practices ingrained in and affected by the sociocultural milieu and the identities of interlocutors, its teaching becomes indispensable because phatic communion displays differences not only across individuals from various backgrounds, but also across smaller communities of practice. Cultural beliefs, norms and tendencies highly influence what may count as talkable topics, when interlocutors will be allowed or expected to engage in small talk, with whom, its outcomes and even the inferences that its (in)felicitous use may trigger (Placencia 2004;Sun 2004;Ladegaard 2011). For this reason, this area of human communication cannot be overlooked in classes on the assumption that learners will cope with it because they succeed to do so in their L1.…”

Section: Introductionmentioning

confidence: 99%

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An integrative proposal to teach the pragmatics of phatic communion in ESL classes

Cruz¹

2013

Intercultural Pragmatics

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Learners of English may have problems or make mistakes when engaging in phatic communion, as its use requires a meta-pragmatic awareness of a wide range of complex and subtle issues, such as when and with whom to engage in it, the underlying reasons to do so, the types of phatic tokens that may be exchanged, the topics that such tokens may address, or potential effects achievable. Although many didactic materials implicitly deal with some elements related to phatic communion, they do not include it as an independent topic, nor do they neatly define it, distinguish its different manifestations or address its socio-cultural peculiarities. For this reason, this paper suggests a methodological proposal to teach the pragmatics of phatic communion and raise learners' meta-pragmatic awareness. Based on an approach to teach the pragmatics of specific L2 aspects (Martínez Flor and Usó Juan 2006), this proposal integrates relevant findings about phatic communion from pragmatics and other neighbouring disciplines, combines different approaches to teach intercultural pragmatic issues in class and includes tasks. IntroductionLearners of English of diverse proficiency levels may experience performance-and language-related problems, as a consequence of which they deviate from native speakers' standards and expectations when accomplishing speech acts, producing certain types of discourse or participating in conversations (Thomas 1983;Kaur 2011).1 Such deviations may result in pragmatic errors, which, though unnoticed in some cases, give rise to funny or anecdotal misunderstandings or even have more serious consequences in others. To be communicatively competent, learners of English must acquire some knowledge and develop the necessary skills that enable them to reach their social and communicative goals, as well as to project their desired identity, by performing adequately in a variety of social or situationalcontexts.An area that poses difficulties and challenges to many learners of English is phatic discourse, small talk or phatic communion, i.e. that "[…] language used in free, aimless, Unaware of the role of status and distance in the target community, on some occasions they made overly personal comments to their teachers, as if talking to very close subjects. On other occasions, they greeted as expected when entering classrooms, but proffered much selfdisclosure or transferred unsuitable L1 idiomatic phatic expressions -e.g. 'fresh as a salad' instead of 'fresh as a daisy' as a reply to a how-are-you question. 2 This proves that this area of interaction, often regarded as unproblematic, may at times turn out to be risky, treacherous and troublesome, so it deserves pedagogic attention. Indeed, an effective management of small talk in any language requires knowledge of subtle issues, such as when and with whom to engage in it, the underlying reasons and purposes to do so, the topics that can be addressed or the effects achievable. Phatic communion in ESL materials

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“…Eri kultuuride telefonivestluste sissejuhatusi käsitledes on neid enamasti võrreldud Schegloffi mudeliga, püüdes leida sarnasusi ja erinevusi. Tuumsekventsid esinevad küll kõikides uuritud kultuurides, kuid enamik autoreid toob välja mingeid erinevusi Schegloffi mudelist, nt sekventside teistsugune järjestus (Coronel-Molina 1998, Sifianou 2002, Sun 2004, Lee 2006), kuidas-läheb-sekventsi vähesus (Hakulinen 1992, Lindström 1994, Pavlidou 1994) või laiendamine (Coronel-Molina 1998, Taleghani-Nikazm 2002, tervituste ärajätmine (Sifianou 2002, Lee 2006, kutsungi verbaalne kordamine (Lee 2006) …”

Section: Telefonivestluste Uurimisestunclassified

Telefonivestlused eesti keele kui teise keele õpikutes: funktsioonid ja sissejuhatuste struktuur

Pool¹,

Rääbis²

2011

ERYa

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Ülevaade. Artikkel käsitleb täiskasvanud algajatele mõeldud eesti keele kui teise keele õpikutes sisalduvate telefonivestluste funktsioone ja struktuuri, keskendudes vestluste sissejuhatusele. Uurimisaineseks on aastatel 1999-2009 ilmunud eesti keele kui teise keele kuues õpikus leiduvad 56 telefonidialoogi, võrdlusmaterjaliks 131 argi-ja 577 institutsionaalset telefonikõnet Tartu Ülikooli eesti suulise keele korpusest. Kahe materjalikogu võrdluse põhjal saab väita, et lisaks kutsungi puudumisele eristab õpikudialooge korpusedialoogidest eelkõige vastaja esimese vooru sagedane puudumine, seda eriti argivestlustes. Samuti pole argiste õpikunäidete puhul tihti selge, kuidas osalejad teineteise identifitseerimiseni jõuavad. Institutsionaalsed õpikudia-loogid vastavad enamasti reaalsetele suhtlussituatsioonidele. Selgelt tuleb esile õpikudialoogide metoodiline eesmärk -pakkuda õppijatele vajalikke keelelisi vahendeid suhtlusprobleemide lahendamiseks. Seejuures on telefonivestlustel lisaks pragmaatilisele funktsioonile sageli äratuntavalt ka mõne grammatika-või sõnavarateema õpetamise funktsioon.* Võtmesõnad: teise keele õpetamine, vestlusanalüüs, telefonivestluste sissejuhatus, autentsus, eesti keel SissejuhatusArtiklis käsitleme eesti keele kui teise keele õpikutes sisalduvate telefonivestluste funktsioone ja sissejuhatuste struktuuri ning võrdleme õpikudialoogide ülesehitust autentsete suuliste telefonidialoogidega. Autentsete vestluste uurimismeetodina kasutame vestlusanalüüsi. Eri kultuurides on telefonivestluste sissejuhatuse mudelid erinevad, sissejuhatuse sekventsid esinevad eri tingimustel ning neid ei

show abstract

Opening moves in informal Chinese telephone conversations

Cited by 19 publications

References 30 publications

“So What's Up?”: Using the Discourse Marker So to Launch Conversational Business

“So What's Up?”: Using the Discourse Marker So to Launch Conversational Business

An integrative proposal to teach the pragmatics of phatic communion in ESL classes

Telefonivestlused eesti keele kui teise keele õpikutes: funktsioonid ja sissejuhatuste struktuur

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