This collection of previously unpublished, cutting-edge research discusses the conversation analysis (CA) approach to understanding language use. CA is the dominant theory for analysing the social use of language and is concerned with the description of how speakers engage in conversation and other forms of social interaction involving language. Its proponents are not only linguists but sociologists and anthropologists as well. The unifying theme of these chapters is the intersection of practice and form through the construction of turns and sequences.

Drawing on everyday telephone and video interactions, this book surveys how English speakers use grammar to formulate responses in ordinary conversation. The authors show that speakers build their responses in a variety of ways: the responses can be longer or shorter, repetitive or not, and can be uttered with different intonational 'melodies'. Focusing on four sequence types: responses to questions ('What time are we leaving?' - 'Seven'), responses to informings ('The May Company are sure having a big sale' - 'Are they?'), responses to assessments ('Track walking is so boring. Even with headphones' - 'It is'), and responses to requests ('Please don't tell Adeline' - 'Oh no I won't say anything'), they argue that an interactional approach holds the key to explaining why some types of utterances in English conversation seem to have something 'missing' and others seem overly wordy.

This thoughtful study, presenting a novel analytical framework, examines the use of anaphora in both written and conversational discourse. In particular, it examines the distribution of pronouns and full noun phrases in three different genres of English, and demonstrates the relationships between the hierarchical structure of discourses and the use of anaphoric phrases within those discourses.

This volume's goal is to begin to document the dialogue processes in naturally-occurring human tutoring, in the context of informing the design of intelligent tutoring systems, and of interactive systems in general. This project represents the first empirical study of human tutorial dialogue from a conversation analytic perspective -- the conversational interaction is the focus of analysis rather than larger scale techniques for teaching. It is also the first study of tutoring to make use of large quantities of carefully transcribed tutoring conversations/dialogues.
The motivation for this focus comes from two sources: First, although all tutoring systems have implicit theory or theories of minute-level interaction built into them, little research has been done to form an empirical foundation for such theories. Therefore, current systems tend to be based on the designers' intuitions rather than on data. This fact almost certainly makes systems unnecessarily brittle in actual use. Second, of the small but growing collection of empirical studies of tutoring, almost all have been designed and carried out by computer scientists, whose training naturally leads them to be concerned with interaction at the level of knowledge transfer and teaching techniques. Fox's training as a linguist brings attention to the minute-by-minute details of the interaction, in particular to the processes that bring the interaction into existence and allow it to develop relatively smoothly.