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Transkripce v konverzační analýze

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Vaníčková K.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

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2014

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tom 5

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nr 1

48-64

EN

This article compares five Czech- and English-language manuals and resources for the transcription of spoken interactions for research based in conversation analysis (CA). The presented method of transcription can also be used in sociolinguistics, pragmatics and for research in Language Management Theory or language communities. The following materials were selected for comparison: the DIALOG corpus manual (Kaderka — Svobodová, 2006), the book Transcribing Talk and Interaction by Christopher J. Jenks (2011), a chapter from the book Doing Conversation Analysis by Paul ten Have (2006/1999) and two online modules by Emanuel A. Schegloff and Charles Antaki. The main purpose of this article is to familiarize readers with the selected publications and present them in an order appropriate for the gradual acquisition of transcription skills. Another aim is to create an overview of all particularities concerning transcription, so that mainly beginning researchers can acquire a complete image of the transcription process. The analysis of the selected materials focuses on current of the topics important for transcription: the theoretical background of a transcription, what can be captured in a transcription, the purpose of a transcription, the overall formatting of a transcription including the anonymization of data, transcription symbols. Furthermore, the paper touches upon additional aspects of transcription included in the materials: transcription software, the visual dimension of the data and the translation of the transcript.

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Prozodické aspekty reprodukované řeči v konverzačních příbězích

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Zaepernicková E. , Havlík M.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

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2017

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tom 8

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nr 2

36-62

EN

This article presents the findings of a study on the prosodic aspects of reported speech in informal conversations. The majority of the material was recorded by speakers themselves in the hope that this would eliminate the Observer’s Paradox. First, instances of reported speech were chosen and then prosodic differences between these instances and ambient speech were identified. The voice qualities used by the speakers to index different affective states and personal qualities of others were further examined, and an auditive as well as an instrumental analysis of the speech signal was performed. The findings suggest that the use of specific prosodic devices is not an individual matter but rather a conventionalized one. Changes in F0 level and level of intensity are the most frequent prosodic aspects. Strong rhythmicity of reported speech occurrences is also quite frequent. Prosodic features function mainly on the principle of contrast (i.e. in direct relation to non-reported speech) and are used in a complex manner. The same bundles of voice qualities are used by different speakers to construct almost stereotypical images of concrete personas.

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“What’s pavement? — Chodník.” Code-switching in Upper-Secondary EFL Classrooms

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Kupčíková N.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

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2021

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tom 12

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nr 2

59-75

EN

The role of the mother tongue in English language teaching has always been a contentious issue. English teachers, prospective teachers, teacher educators, language learners and researchers in the field are divided into two opposing factions over the matter. One advocates for the occasional use of the mother tongue because it has its role and significance in a language classroom, the other promotes the idea of English-only classrooms. That is why this study focuses on code-switching (i.e. the participants’ alternation from English into Czech or vice versa) in English as a foreign language (EFL) classrooms. Since code-switching serves many functions in EFL classrooms, the goal of this conversation-analytic study is to provide insight into how teachers and students code-switch while dealing with word meaning. The data consists of 13 hours and 30 minutes of recordings from five different upper-secondary schools in the Czech Republic. In each school, three to five consecutive English language lessons were recorded in the final year. All students and their teachers spoke Czech, therefore Czech could be used to explain word meanings and everybody would understand. The analysis shows that Czech is commonly used in EFL classes to deal with word meaning, even though the teacher maximizes the use of the target language and uses English as the main language in the classroom. It also demonstrates how teachers’ questions may influence students’ language choice in their answers. The study thus reveals the intricacies of language choice and language use in foreign language classrooms.

CS

Používání mateřštiny ve výuce anglického jazyka je stále kontroverzním tématem. Rozděluje vyučující anglického jazyka, studentky a studenty učitelství anglického jazyka, vyučující podílející se na jejich vzdělávání, samotné studenty jazyka i výzkumníky na dva tábory. Jedna skupina zastává názor, že občasné použití mateřštiny má ve výuce své místo, druhá skupina podporuje myšlenku vedení hodin pouze v cílovém jazyce. Tato práce se proto zaměřuje na přepínání kódů, tedy přechody mluvčích z jednoho jazykového systému do druhého, během frontální výuky anglického jazyka na středních školách. Data pochází z 5 různých středních škol v České republice, na nichž byly pořízeny videonahrávky 3 až 5 po sobě jdoucích vyučovacích hodin v posledním ročníku studia (celkově třináct a půl hodiny nahrávek). Analýza ukazuje, že čeština je v hodinách angličtiny běžně používána pro vyjednávání významu slov, a to i přesto, že učitelé a učitelky vedou hodiny v cílovém jazyce. Dále ukazuje, že vhodnou formulací otázky mají vyučující v rukou nástroj, kterým mohou studenty dovést k odpovědi v mateřštině nebo cílovém jazyce. Cílem tohoto článku je tedy odkrýt roli jazykového kódu ve výuce angličtiny a motivy jeho volby.

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In-service EFL Teachers’ Management of Participation during Teacher-fronted Whole-class Activities

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Ryška D.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

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2021

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tom 12

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nr 2

76-99

EN

Within the sociolinguistic and interactional approaches to L2 acquisition, learner participation is considered a necessary prerequisite for language learning. However, recent studies (e.g. Walsh & Li, 2013) have demonstrated that simply letting learners talk is not enough, and that for any learning to emerge, a solid amount of interactional steering work must first be employed by the teacher. This conversation-analytic study focuses on in-service EFL teachers. Based on video recordings of nine lessons (387 minutes) taught by six such teachers, it explores both the resources that they use to manage the participation of multiple learners at once during teacher-fronted whole-class activities, and the ways in which the learners respond to them. The study shows that there is a large range of resources which these teachers mobilise to secure the participation of their learners: these include Yes/No questions in the third-turn position, increased wait time, designedly incomplete utterances, continuers such as “uh-um” or acknowledging learners’ turns in advance by referencing a past learning event. Furthermore, the deployment of these resources is often tied to the pedagogical goal of an activity. These findings bear some implications for future teacher education, particularly in relation to the development of their Classroom Interactional Competence (Walsh, 2006).

CS

Pohledem sociolingvistických a interakčních přístupů k osvojování druhého/cizího jazyka je aktivní účast žáka ve výuce nutným předpokladem učení. V posledních letech však studie (např. Walsh & Li, 2013) ukázaly, že pouze nechat žáka mluvit rozhodně nestačí a že ke zprostředkování učení je třeba, aby učitel do velké míry podobu interakce ovlivňoval. Tato konverzačněanalytická studie se zaměřuje na učitele angličtiny jako cizího jazyka, již se vzdělávají při zaměstnání. Vychází z videonahrávek devíti lekcí (387 minut) vedených šesti takovými učiteli a zkoumá jednak prostředky, které uplatňují během frontální výuky k zapojení několika žáků najednou, jednak reakce samotných žáků na jejich užití. Studie ukazuje, že tito učitelé mají k dispozici velké množství prostředků, jimiž mohou podpořit či zajistit aktivní účast svých žáků. Patří mezi ně zjišťovací otázky ve třetí replice sekvence, více času na odpověď, záměrně nedokončené repliky, kontinuátory (např. „uh-um“) či uznání žákovy odpovědi předem skrze odkázání na dřívější výukovou aktivitu. Použití těchto prostředků je navíc často vázáno na bezprostřední cíl probíhající aktivity. Na základě výsledků analýzy lze formulovat doporučení pro budoucí vzdělávání učitelů, zejména v souvislosti s rozvojem jejich interakční kompetence ve třídě (Walsh, 2006).

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"Tady mám takovou větu - a já nevim, jestli je prostě správně napsaná česky": příspěvek k problematice pokládání dotazů jazykové poradně

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Dvořáková K.

Naše řeč (Our Speech)

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2024

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tom 107

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nr 1

21-47

EN

The Language Consultation Centre (LCC) of the Czech Language Institute has been offering telephone consultations for almost eighty years. During that time papers about the content of queries were published fairly regularly, but the interaction between callers and LCC employees was mostly disregarded (with a few recent exceptions). Therefore, this paper presents an analysis of the ways that the callers formulate their queries. For this purpose, I examined 102 language queries from 63 recordings of authentic phone calls to the LCC using the methodology of conversation analysis. In the queries I identified recurring components and divided them into seven categories based on their functions: thematizing knowledge deficit, defining the topic of the query, supporting or rejecting the solution, disclaiming authorship (of a “problematic” language form), justifying the query, providing additional information, and signalling transition to the next part of the utterance. This categorization proved that language queries are complex utterances that reflect the norms of the genre of telephone language consulting. In other words, the inquirers are well aware of what information they can present and how, and what they can expect from LCC employees in return.

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Střídání kódů ve výuce angličtiny u učitelů-expertů pohledem konverzační analýzy

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Tůma F.

Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)

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2017

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tom 78

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nr 4

283-304

EN

The present study addresses the phenomenon of code-switching in English as a foreign language (EFL) classrooms. Theoretically and methodologically, the study builds on Auer’s sequential approach to code-switching, which employs ethnomethodological conversation analysis and views instances of code-switching as potential contextualization cues. The aim of the presented analysis was to uncover how the teachers and pupils used code-switching as a contextualization cue in frontal teaching. The data comprised 13 video-recordings of EFL classes in grades 6–9 conducted in Czech schools. The participants were 13 expert teachers and their pupils (aged 11–15 years). The analysis shows that the participants used code-switching (1) to engage in asides, (2) to conduct repair work and (3) to check understanding and emphasize what was said. The outcomes reveal some aspects of expert performance in teaching English as a foreign language.

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Krystalizace historického okamžiku v mediální dialogické síti: etnometodologická analýza kauzy lhaní politika Haška

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Tesařová K.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

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2016

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tom 7

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nr 2

86-106

EN

This study deals with an analysis of the political affair in Czech Social Democratic Party. Politician M. Hašek and his colleagues refused to confess to their meeting with the president, which occurred immediately after the parliamentary elections in autumn 2013. The qualitative analysis of mass media texts is based on the combination of three analytical tools — concepts of media dialogical network, structured immediacy, and an apparatus of membership categorization analysis. The fact that the call for the resignation of the party’s leader B. Sobotka was linked to the secret meeting with the president after the election resulted in the description of the event as a coup. In contrast, politicians accused of coup organization claimed that the call was a spontaneous reaction on the party’s election results. Mass media labeled M. Hašek a liar and subsequently his rivals asked him and his colleagues to resign. The interpretation of their resignation was also twofold — according to Sobotka and his supporters, they were accepting their responsibility for crisis in the party, while Hašek’s group declared that they were responding to the election results. The accused politicians used historical parallels from undemocratic eras of the Czech history in order to delineate the mass media campaign against them, while the party’s leader and his supporters considered the event to be a part of their recent aim to gain power in the party. Sequential and categorization aspects of interaction appear to be closely connected in observed media dialogical network. Describing the event as a coup or rejecting it actually simultaneously reflected a conflict between the different perspectives on the sequence of actions. In addition, participants from both sides deepened their membership categorization by highlighting relevant historical antecedents. The mass media were also actively involved in the “crystallization” of the affair.