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Negotiating Epistemics: Language and Knowledge in Interaction - Einzelansicht

Funktionen:

Veranstaltungsart	Seminar	Veranstaltungsnummer
SWS	2	Semester	WiSe 2012/13
Einrichtung	Institut für Anglistik und Amerikanistik	Sprache	deutsch
Weitere Links	Kommentar

Gruppe 1:

Vormerken:

		Tag	Zeit	Rhythmus	Dauer	Raum	Lehrperson	Ausfall-/Ausweichtermine	Max. Teilnehmer/-innen
	Seminar	Do	16:00 bis 18:00	wöchentlich	18.10.2012 bis 07.02.2013	1.19.1.22

Kommentar	Für weitere Informationen zum Kommentar, zur Literatur und zum Leistungsnachweis klicken Sie bitte oben auf den Link "Kommentar". Knowledge (epistemicity) is an important factor in everyday conversation. Conversationalists constantly display what they know or do not know and what they assume their interlocutors to know or not know. Thus, speakers frequently claim to have the right to perform certain actions (e.g. assessing) on the basis of their knowledge. As recipients, may index prior or d/progressed knowledge states. Some even argue that epistemic (i.e. knowledge) imbalances are what occasions a great deal of conversational talk. In the first half of this seminar, we will review some of the latest conversation analytic research on these issues. Subsequently, we will try to explore some linguistic practices speakers use to display epistemic statuses of our own. Prerequisites: Basic conversation analytic/interactional linguistic skills are highly recommended. Registration: In moodle.
Literatur	Drew, P. (2012). What Drives Sequences? Research on Language and Social Interaction 45(1). pp. 61-68 . Gardner, R. (2007). The Right Connections: Acknowledging Epistemic Progression in Talk. Language in Society 36. pp. 319-341 . Goodwin, C. (1987). Forgetfulness as an Interactive Resource. Social Psychology Quarterly 50(2)., Special Issue: Language and Social Interaction. pp. 115-130 . Heritage, J. (1984). A Change of State Token and Aspects of its Sequential Placement. In: J.M. Atkinson and J. Heritage (Eds.). Structures of Social Action. CUP. Cambridge. pp. 299-345. Heritage, J. (2002). Oh-Prefaced Responses to Assessments - A Method of Modifying Agreement/Disagreement. In: C.E. Ford, B.A. Fox & S.A. Thompson (Eds.). The Language of Turn and Sequence. Oxford University Press. Oxford. pp. 196-224 . Heritage, J. (2012a). Epistemics in Action: Action Formation and Territories of Knowledge. Research on Language and Social Interaction 45(1). pp. 1-29 . Heritage, J. (2012b). The Epistemic Engine: Sequence Organization and Territories of Knowledge. Research on Language and Social Interaction 45(1). pp. 30-52 . Heritage, J. & G. Raymond (2005). The Terms of Agreement: Indexing Epistemic Authority and Subordination in Talk-In-Interaction. Social Psychology Quarterly 68(1). pp. 15-38 . Heritage, J. & G. Raymond (in press). Navigating Epistemic Landscapes: Acquiescence, Agency & Resistence in Responses to Polar Questions. In: J.P. de Ruiter (Ed.). Questions. Cambridge: Cambridge University Press . Küttner, U.-A. (submitted). The Epistemics of "Thats right" in American English Conversation. Journal of Pragmatics. Stivers, T. (2005). Modified Repeats: One Method for Asserting Primary Rights from Second Position. Research on Language and Social Interaction 38(2). pp. 131-158 .
Leistungsnachweis	In-class presentation of research results and a brief written project report.

Strukturbaum

Keine Einordnung ins Vorlesungsverzeichnis vorhanden. Veranstaltung ist aus dem Semester WiSe 2012/13 , Aktuelles Semester: SoSe 2024

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