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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.
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 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.
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