University of New Hampshire Examining Different Adjacency Pairs Worksheet Now using your transcripts you will start to examine the different kinds of adjac

University of New Hampshire Examining Different Adjacency Pairs Worksheet Now using your transcripts you will start to examine the different kinds of adjacency pairs there are in interaction. You will identify 3 different pairs using extracts from your transcript. You will write 400-600 words to identify two different kinds of adjacency pairs, linking back to the textbook and the assigned readings. You will be required to use the APA citation style and give a bibliography. The transcript is included in the word count.

This exercise will assess you on your understanding of TCUs, adjacency pairs, actions and transcription.

You will include

You will use recordings from Assignment 1 Recording assignment

You will include 2 different transcripts, from two different students. One of these may be yours, I will grade you on whether you have taken my feedback. This requires you to do new Jeffersonian transcripts, symbols included. You must include 1 TCU before the target adjacency pair and one TCU after.

There is no ‘correct list’ of actions, while you may choose actions and pairs you see identified in the readings you may also identify other kinds of social action we engage in. In terms of labeling actions most actions will be verbs (though not all verbs are actions).

For each adjacency pair identify

1. What line number is the FPP? What action is the FPP? What condition does the FPP set up?

2. What line number is the SPP? What action is the SPP? What condition does the SPP satisfy?

3. Quoting the turn AFTER each SPP demonstrate how the other speaker treats the SPP as that action (e.g. if the SPP is a ‘story receipt’ then how does the next person treat the story as ‘being responded to’? if the SPP is a return greeting how does the next participant act as if mutual greetings have occurred?)

Quote and cite from the readings, include a reference list.

In terms of formatting I’ve included this example from a different course (With different instructions and a longer wordcount) you may not use the transcripts or recordings from this example (doing so will get you a 0). CMN 580: Lying, Deception, and the Truth
May 30th, 2020
Transcription 1:
Robert Pattinson Makes Up A Story About A Dead Clown | TODAY
In this interview with Matt Lauer, actor Robert Pattinson tells a story about seeing a clown die when
Lauer asks him if he ever dreamed of running away with the circus as a kid.
Video Length: 00:46.97
Transcribed section: 00:12.00 – 00:43.10
LAU: Matt Lauer (Host) PAT: Robert Pattinson UNK: Unknown person
01.LAU:
02.
03.PAT:
04.
?
05.
06.
07.LAU:
08.UNK:
09.LAU:
10.LAU:
11.LAU:
12.
13.PAT:
14.PAT:
15.
16.UNK:
17.LAU:
18.PAT:
19.LAU:
20.PAT:
21.PAT: ?
22.PAT:
23.(0.4)
24.LAU:
25.PAT:
26.PAT:
Did you have any of those dreams as a kid?
(0.5)
Run?ning away and joining the circus¿
=n ?uh::h no.
the first time I went to a circus somebody di?:ed.
one of the clow[ns died]. °an sa° hh he[h ] heh .hh
[tah hh ha hh]
[ha]
[HA] (person in background)
[Alright]=
=I’m not lettin that go.
Ha:ow did the clo::own D:IE.
(0.2)
His li’le car exploded.(0.4)
=The joke car e-exploded on him.
(0.4)
(chatter or laughter in background)
[You be]ing se?rious ?about th[is ?ya?]
[ha hh]
[yah serious:ly. .hh]
=So hh [so did that] kind-o[f r]uin the circus for Yo:u?
[°ha° hh .hh]
[.hh]
=It waz_ il lik- my parents had to like (li:eh-)=
=everybody ran ?o:ut. (0.2) >It was, it wasa police badgedown on the groundthey got downwas likeI was likeI was hoping he’d show us the
examplebut well remember they:- nhh mine too:! eh hinh hinh
In Excerpt 3 there are two examples of sentence fragments being used as complete turns at talk.
After Ann says “oh! he was hidding on ev’ry body!” (line 1), a pause elapses and then Barb
responds with laughter (line 3). Ann then produces another turn at talk: “=ev’ry girl.=” in line
4. This sentence fragment is hearable as a repair of her prior utterance, specifying that it is
only the girls that he was “hitting on” rather than literally “everybody.” After some more talk
and laughter responses (lines 5 and 6), Barb produces a turn which assesses the person Ann is
talking about: “.hh [dir ]dy old man!” (line 7). While not a complete sentence, given the
interactional context it occurs within this fragment is hearable as a possibly complete turn
constructional unit.
Excerpt 3: Conversation between Students
1
Alice:
oh! he was hidding on ev’ry body!
2
( )
3
Barb:
huh=huh=
4
Alice: ->
=ev’ry girl.=
5
Barb:
=unh=hunh=hunh! .hh (some old man) hhhh
6
Alice:
yeah=unh honh honh honh!
7
Barb: -> .hh
[dir ]dy old man!
8
Ann:
[yeah]
9
( )
10 Barb:
.nhh! .n[hh!]
11 Ann:
[oye]:ah!o ( ) ooh that was super fun though.o=
Copyright © 2013. Bloomsbury Publishing. All rights reserved.
Summary of turn constructional component
These examples have shown that speakers can construct a complete turn at talk out of an
utterance of any length or any combination of words, phrases or sentences. Whether an
utterance is possibly complete or not depends on its interactional context. Because members of
a culture share an understanding of how turns at talk are constructed, listeners can analyze a
speaker’s utterance-in-progress and “project” when the turn will be possibly complete (Sacks
et al., 1974). This projectability enables participants to identify viable places to take a turn,
thus minimizing both interruptions and gaps (extended silences) in talk.
The turn constructional component of the turn taking system for conversation shows how
listeners know when a current speaker might be reaching completion of their utterance.
However, if there are several participants in the interaction, which of the two or more
“listeners” will be the one to speak next? We now turn to the problem of turn allocation—how
participants work out who will be the one to take the next turn at talk.
Turn allocation component
Garcia, A. C. (2013). Introduction to interaction : Understanding talk in formal and informal settings. Retrieved from http://ebookcentral.proquest.com
Created from unh on 2020-07-03 19:09:14.
The turn allocation component of the turn taking system explains how participants determine
who will speak next once a transition relevance place has been reached. In the following quote
Sacks et al. (1974) describe the turn allocation process in ordinary conversation:
Copyright © 2013. Bloomsbury Publishing. All rights reserved.
The following seems to be a basic set of rules governing turn construction, providing for the allocation of a next turn
to one party, and co-ordinating transfer so as to minimize gap and overlap.
(1) For any turn, at the initial transition-relevance place of an initial turn-constructional unit:
(a) If the turn-so-far is so constructed as to involve the use of a ‘current speaker selects next’ technique, then the
party so selected has the right and is obliged to take next turn to speak; no others have such rights or obl…
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