By By (author) Carmen Konzett
This publication explores how teachers at meetings co-construct their very own and every other´s specialist identities. it's in keeping with the specified sequential research of audio recordings of convention discussions within the box of the arts, the operating languages being French and English. The analyses exhibit that the delegates who actively perform those interactions, even if as presenters, chairpersons or as contributors of the viewers, perform a large amount of identification paintings, attributing self and different to numerous different types id. The dialogue contributors co-construct themselves and every different discursively as teachers, execs, specialists, junior or senior contributors of the clinical group; in addition they orient to this id paintings as an immense activity to be accomplished at meetings. This examine presents exact insights into the fine-grained mechanics of spoken educational discourse. From the point of view of utilized examine it serves the double goal of elevating skilled researchers´ understanding in their personal exercises and introducing rookies to the discourse practices of academia.
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Additional info for Any Questions?: Identity Construction in Academic Conference Discussions
But also the collection infant/baby/child/adolescent. . and the collection young/middle-aged/old. . , each group referring to the same extralinguistic concepts (Schegloff 2007b: 467). e. g. g. g. very young children frequently categorise anyone over 20 as old). In addition, there are several “Pn-adequate categories” (Schegloff 2007b: 467) which can be applied to any person in any culture, for example the collections sex, age, religion, nationality (cf. Hausendorf 2000: 4). Obviously, each individual can be categorized in several alternative ways, at least for one of each Pn-adequate category.
G. professional or educational) contexts (Drew and Sorjonen 1997: 6). This method has also led to the revelation of differences between different types of institutional interaction. g. job interview = more formal vs. service encounter in a shop = less formal). As mentioned above, research on institutional talk is based on the assumption that the factor institutionality is not (just) present as an aspect of the extra-linguistic environment but is co-constructed in the talk by the participants themselves.
This is the concept that comes closest to our conception of the self and identity, which is not surprising, since ethnomethodology and conversation analysis emerged from sociology. The following chapters present a brief overview of some important sociological theories that deal with the concept of identity. We will be outlining particularly those ideas that are relevant for our analysis of the interactional data. We will then go on to describe the speciﬁc ways in which conversation analysis relates to issues of identity construction in interaction.