Harrie Mazeland | University of Groningen (original) (raw)

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Papers by Harrie Mazeland

Voorlichting bij McDonald's Een pragmatische tekstanalyse van een McDonald's folder Harrie Mazela... more Voorlichting bij McDonald's Een pragmatische tekstanalyse van een McDonald's folder Harrie Mazeland Samenvatting Dit artikel is in de eerste plaats een tektstkritische analyse van een McDonald's folder!. Met name de wijze waarop in dit specifieke geval voorlichting en reclame samengaan, vormt het object van analyse. Een centrale strategie blijkt het gebruik van mam'-ook-schakelingen te zijn,-een techniek die een thematische brug slaat tussen thematisch niet bij voorbaat samenhangende inhouden. In de tweede plaats is de analyse bedoeld als een illustratie van de wijze waarop het tekstanalytische model van Pander Maat 1994 (Tekstanalyse. Een pl'agmaruche benadering) gebruikt zou kunnen worden voor een meer toegepaste analyse van langere teksten.

Embodied Activities in Face-to-face and Mediated Settings, 2018

A speaker does position expansion when they are making an agreeing opinion statement in response ... more A speaker does position expansion when they are making an agreeing opinion statement in response to a prior speaker’s opinion statement in such a way that the action in the current turn takes over the sequential relevancies established in prior speaker’s turn. This is an interaction-structure re-organizing type of action at the level of the local management of social relations between participants in a multi-person setting. Position expansions are designed as constructionally dependent and-prefaced continuations of the final turn constructional unit in prior speaker’s turn. The device enables a second speaker to retroactively demonstrate their claim to form a group with prior speaker. Position expansion is an alternative way of doing agreement that makes the speaker’s organisational agenda manifest.

The deliberate dialogue: Qualitative perspectives on the interview. , 1996

Essential tensions in (semi-) open research interviews Utterances produced by informants in inter... more Essential tensions in (semi-) open research interviews Utterances produced by informants in interview situations can be said to have a triple orientation. They are, firstly, descriptive or demonstrative of the life world of the speaker. They re-tell his or her experiences or re-express his or her viewpoints. That is their primary purpose. Secondly, they have a local relevance, within the interview situation, i.e. as answers to questions. And thirdly, they are used as input in a research project, as materials for analysis. As generally conceived, the actual interview situation is a strategic site, designed to have the informant produce statements which are both real or natural in relation to his or her life world, and useful or relevant in terms of the current research project. There is a large and varied literature which collects strategies, recipes and advice on how to conduct interviews. Writers who put the research project in first position, generally promote pre-designed, standardized interview schedules, while those who stress a natural expression of the life world favor open or semi-structured interviews. In both, the interview itself is seen strategically, as a designable course of events (either pre-designed or locally steered), serving transcending purposes. But, whatever the strategy chosen, on the ideological or the practical level, some tensions between the three worlds-life world, interview situation and analytic framework-seem to remain.

Embodied Activities in Face-to-face and Mediated Settings

Medizinische und therapeutische Kommunikation, 1990

Ausgangspunkt der Analyse ist die Beobachtung, dass 'nee' in Nicht-Antwort-Positionen spezifisch... more Ausgangspunkt der Analyse ist die Beobachtung, dass 'nee' in Nicht-Antwort-Positionen
spezifische sequentielle Funktionen erfüllt, jeweils abhängig davon, ob die
vorausgehende Äusserung ebenfalls eine Negationsmarkierung enthält oder nicht.
Weil diese Ergebnisse interessante Möglichkeiten hinsichtlich der Beziehung zwischen
den lexikalischen Eigenschaften unterschiedlicher Typen von Redeannahmen
und der Äusserung, auf die sie sich beziehen, aufzeigen, untersuche ich in einem
nächsten Schritt, ob ja-Empfange eine vergleichbare Korrespondenz herstellen
können. Aufgrund dieser Beschreibung versuche ich schliesslich, einige Merkmale
von mhm-Rezeptionen kontrastiv herauszuarbeiten - insbesondere im Hinblick auf
einige Verwendungsweisen dieser Form im Arzt-Patient-Diskurs.

Verbale Interaktion, 1991

In Dutch, the connective maar ('but') is recurrently used as a sequential conjunction linking tur... more In Dutch, the connective maar ('but') is recurrently used as a sequential conjunction linking turns. In the type of use we will focus on, it alludes to a contrast at the level of discourse organization. The speaker resumes a line of development that was abandoned in favor of a competing line of talk, and proposes that the abandoned line become the focus of talk again. Speakers can return in different ways to an abandoned line of talk. Continuations present the return as an unproblematic next step, whereas resumptions deal with the return as a task that is not an unproblematic thing to do (section 2). We discuss two prototypical environments in which resumptions occur: after repair-sequence expansion, and after a competing line of topic development. They have in common that the preceding line of talk is oriented to as an alternative to the line that is resumed (section 3). The turn-constructional format is examined in section 4. Apart from the level of linguistic form-the use of the connective as the turn's first term-, two other levels of format analysis are relevant. First the level of establishing a relation with the context (the way the tying with an earlier line of talk is accomplished). Second, the level of unit positioning within current turn (the resumption occurs in turn-initial position and it is preliminary to a next turn-constructional unit in which the resumed line of talk is continued). We compare the construction format with a similar construction type that is used as a vehicle for proposing topic closing in section 5. In the concluding section (section 6), we summarize our analysis and discuss its consequences for the semantics of conjunctions. Instead of a monosemic or polysemic analysis from a perspective that takes its starting point in the language system, we advocate an approach in which utterance types are characterized in terms of sequential features.

Discourse Approaches to Politics, Society and Culture, 2003

Studies in Discourse and Grammar, 2001

... want d&amp;amp;amp;#x27;re:[h 112 Son:[daar lag niks in de vluchthaven 113 (tenminste... more ... want d&amp;amp;amp;#x27;re:[h 112 Son:[daar lag niks in de vluchthaven 113 (tenminste) toen ik&amp;amp;amp;#x27;r met de trein langs ging.= 114 Ma:= ne: Te [i: h 115 Son:&amp;amp;amp;gt;[oom Karel dan: Competing line 116 0.7 117 Ma: oom Karel (Stijn [T:) 118 Son:[jah die achter (Gebien:)= 119 Ma:= jah. ...

Konstruktionen der Selbst- und Fremdpositionierung, 2009

In diesem Aufsatz wird eine Systematik der Redebeitragsverteilung (turn-taking) im Schulunterrich... more In diesem Aufsatz wird eine Systematik der Redebeitragsverteilung (turn-taking) im Schulunterricht vorgeschlagen. Ausgegangen wird von einer Darstellung des Sprecherwechsels in der Literatur (2), in deren Kritik die Formen der Rede-Zuteilung durch den Lehrer und die Formen der Selbstauswahl der Schuler herausgearbeitet werden (3). Im vorgeschlagenen System der turn-Organisation werden zwei aufeinan-derfolgende Stellen moglichen Sprecherwechsels behandelt (4) und der minimale Zusammenhang zwischen Sprecherwechsel und sequentieller Organisation beispielhaft beschrieben (5. 1.). Die sozialen Identitäten des Lehrers und der Schüler werden als Teil des Beschreibungssystems betrachtet; Sprecherwechsel läuft in der Schule nicht unabhängig von diesen institutionellen Positionen ab: Lehrer und Schüler haben unterschiedliche Rechte und Pflichten in der Organisation des Sprecherwechsels (5.2., 5.3.).

Summary in English. Thesis (doctoral)--Rijksuniversiteit Groningen, 1992. Includes bibliographica... more Summary in English. Thesis (doctoral)--Rijksuniversiteit Groningen, 1992. Includes bibliographical references (p. [365]-379) and index.

Contribution to the discussion session on 'institutional settings,' International Pragmat... more Contribution to the discussion session on 'institutional settings,' International Pragmatics Association (IPrA) Conference, Antwerp August 1987 © H. Mazeland 1987 abstract I examine two aspects of the organization of repair in classroom interaction. I focus on the ways teachers elicitate repair of pupil errors. Teachers use various techniques to inititate the correction of an error in a pupil turn. I will discuss techniques that signal only the occurrence of an error in prior turn, techniques that locate the error more precisely within prior turn, techniques that analyze the sources of the error and, finally, techniques that instruct the pupil how to make the correction. The design of teacher next-turn repair initiator turns (NTRI) turns is governed by a relative ordering of such techniques of error handling. In turns with more than one repair-initiation technique, 'weaker' techniques are followed by 'stronger' ones. If more than one sequence is needed, the n...