Description
Book SynopsisThis book is a study of around seven hours of naturally occurring video data, recorded by the author in the Italian speaking part of Switzerland. Drawing on the methodology of Conversation Analysis, Gazin analyses instructional sequences of interaction during driving lessons. The temporal constraints of mobility make the driving lessons a rich setting for the investigation of sequence organisation and action constitution. The author identifies different types of actions that compose the unfolding driving and instructing activity, and their turn-constructional features (e.g. different verb forms for specific instructions). The analyses thereby offer insights that inform fundamental concepts like multiactivity and multimodality. The investigations in this book contribute to an increased understanding of the mechanisms of human interaction in general and in mobile settings more specifically.
Table of ContentsContents Acknowledgements Transcription Conventions (Based on Gail Jefferson’s) List of Figures and Tables List of Excerpts Introduction 1 A Conversation Analytic and Multimodal Approach to Interaction in Driving Lessons 1 Theoretical Framework 2 Research Questions 3 Data 4 Talking the Driving Lesson into Being 5 Instructional Talk: Terminology 2 Instructing in a Mobile Setting: Literature Review 1 Interaction in Mobile Settings 2 Multiactivity 3 Directive / Instruction – Response Sequences 4 Multiactivity in the Driving Lesson 1 Instructions Embedded in the Ongoing Physical Activity 2 The Driving Activity as a Primary Context: Incipient Talk 3 Multiple Activities – Multiple Types of Multiactivity 4 The Interaction during the Journey Structured by the Road Situation 5 Turn-Taking as a Resource for Organising Multiactivity 6 Multiactivity in the Driving Lesson: Discussion 5 Instruction Types and Instructing Practices: Sequence Organisation 1 Receiving Instructions 2 Instructions in or as Responses 3 Different Kinds of Instructions: Sequence Organisational Specificities 4 Closing Instructional Sequences 5 Topicalising Problematic Driving Actions 6 Instructional Chains 7 Complex-Activity Sequences 8 Single Case Analysis: Explanation Sequence in the Parked Car – Confronting Teaching Practices 9 Sequence Organisation on the Move: Discussion 5 Instruction-Giving on the Move: Turn-Constructional Features 1 Designing Different Kinds of Instructions: Verb Forms as a Resource 2 Presenting Driving Actions as Situated in the Physical Environment and in a Larger Activity 3 Establishing Reference to Actions with Few Resources 4 Online Adjustment of Instructions 5 Repeats 6 Itinerary Instructions 7 Turn Construction on the Move: Discussion Concluding Discussion 1 Summary of the Analyses 2 Future Directions References Index of Subjects
