Eric Hauser | UEC - Academia.edu (original) (raw)

Unpublished Presentations and Lectures by Eric Hauser

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Bulletin of The University of Electro-Communications, 35(1), 2023

This paper reviews the work of Jack Bilmes in relation to the study of meaning in interaction. Th... more This paper reviews the work of Jack Bilmes in relation to the study of meaning in interaction. The review is organized around five themes, related to 1) cultural knowledge, 2) internal states, 3) firstpriority response or mention, 4) structures of meaning, and 5) the occasioned nature and intelligibility of those structures. The way that Bilmes combined three broad theories of meaningmeaning as convention, meaning as use, and meaning as response-is discussed. This combination can be seen as culminating in the program of Occasioned Semantics.

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Ethnographic Studies, 2023

The paper presents an analysis of how a status of teacher-as-observer is co-constructed by a teac... more The paper presents an analysis of how a status of teacher-as-observer is co-constructed by a teacher and students during a discussion task. The data are drawn from video-recordings of a student discussion in an English language class at a Japanese university. Affordances of the spatial organization of the classroom for participant action and interaction are discussed. The analysis shows how the teacher does a display of just observing, how the students disattend the teacher, how the teacher may respond to student talk, and how the teacher's actions are sensitive to the state of student interaction. It is argued that the participants contribute in different ways to the co-construction of the teacher-as-observer. It is also argued that this teacher in this classroom is thereby co-constructed as not only an observer, but an attentive observer and good teacher.

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Analyses are presented of interactional excerpts containing three methods through which Japanese ... more Analyses are presented of interactional excerpts containing three methods through which Japanese university students preparing for a group presentation in a required English class take an epistemic stance of uncertainty towards their own displayed knowledge of their second language (L2) English. These three methods consist of 1) producing a candidate item as uncertain, 2) casting doubt on something just said by self, and 3) overtly claiming lack of knowledge. Epistemic stance can be understood as consisting of different dimensions, with a stance of uncertainty related specifically to the dimension of epistemic access. Analyses are also presented of how other students respond or do not respond to such a stance. Through this kind of stance-taking and responses and non-responses, the students do being non-experts in their L2 without making relevant possible asymmetries in expertise. That is, by doing being non-experts among non-experts, the students construct an epistemically symmetrical, egalitarian relationship within their group.

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AbstractWithin the framework of Conversation Analysis for Second Language Acquisition (CA-SLA), t... more AbstractWithin the framework of Conversation Analysis for Second Language Acquisition (CA-SLA), this study uses learning behavior tracking (LBT) (Markee, 2008) with longitudinal data to investigate word learning by one adult second language (L2) user of English. The adult is a first language (L1) user of Japanese with limited proficiency in English. Data are drawn from audio-recorded conversations-for-learning (Kasper, 2004) between this adult and the researcher, an L1 user of English and L2 user of Japanese, across a 7-month period. The analysis focuses on the learning of the word near and the nonuse of the synonym close. Repair work is found to create opportunities for learning. It is argued that a word is likely to be learned if it is found to be immediately useful. Methodologically, this study shows that CA-SLA used with longitudinal data can be used to investigate word learning, meeting the criteria developed by Ellis (2010) for showing learning.

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This study is an analysis of one way that students in a language classroom may go off task, which... more This study is an analysis of one way that students in a language classroom may go off task, which is to start talking with other students about something not directly related to the current task or activity. The data come from video-recorded discussion tasks in English among Japanese university students. Multimodal conversation analysis is used to illustrate how the students use talk, gaze, and gesture to either curtail or sustain off-task interaction once it has been initiated. Focusing on instances of off-task interaction in which the students use English, the analysis illustrates how even students with fairly limited proficiency in English can show themselves to be interactionally competent while using English. The analysis also shows how off-task interaction may provide students with valuable opportunities for language practice and language learning.

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This article reports on how, against a background of relatively stable patterns of second languag... more This article reports on how, against a background of relatively stable patterns of second language negation, a Japanese-speaking adult learning English made use of a negative formula, “I don't know,” and how, in and through interaction, analyzed it into its component parts and began using “don't” more productively. Making use of the micro-analytic techniques of conversation analysis to analyze data collected over a seven-month period, two relatively stable patterns of negation are described. This is followed by a description of how the learner used the formula and, over time, analyzed it. This often involved repetition and/or self-repair. Changes in how “don't” was used included coming to use it with the verb “like,” as well as coming to use it with “you.”

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Bulletin of The University of Electro-Communications, 35(1), 2023

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Ethnographic Studies, 2023

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This paper analyzes four instances in talk of generalization about people, that is, of using stat... more This paper analyzes four instances in talk of generalization about people, that is, of using statements about one or more people as the basis of stating something about a category. Generalization can be seen as a categorization practice which involves a reflexive relationship between the generalized-from person or people and the generalized-to category. One thing that is accomplished through generalization is instruction in how to understand the identity of the generalized-from person or people, so in addition to being understood as a practice of categorization, generalization can also be understood as a practice of identification. Somewhat incidentally, this paper also illustrates the importance of certain methodological issues related to membership categorization analysis and contributes to the growing body of work that connects membership categorization analysis with sequential conversation analysis.

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Four opinions about what Japanese people are like are analyzed. The four opinions are formulated,... more Four opinions about what Japanese people are like are analyzed. The four opinions are formulated, in English, by two students during a group discussion in an English class at a Japanese university. The analysis shows how the opinions are designed to fit different levels of the context, in particular the unfolding local sequential context. It is also shown how they may be understood as drawing on, though not determined by, the genre of Nihonjinron (theory of Japaneseness) as a resource.

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Thesis (M.A.)--University of Hawaii at Manoa, 1999. Includes bibliographical references (leaves 1... more Thesis (M.A.)--University of Hawaii at Manoa, 1999. Includes bibliographical references (leaves 138-145).

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vii, 402 leaves This study investigates 'corrective recasts' and other-correction of lang... more vii, 402 leaves This study investigates 'corrective recasts' and other-correction of language form during interaction among native and non-native speakers meeting at a conversation club at an English language school. Several problems were found with the use of 'corrective recast' as an analytic category. However, at times, participants were found to orient to certain turns as performing other-correction of language form. Analysis of sequential and turn-internal organization illustrated how other-correction of language form can be understood to be a collaborative accomplishment of the participants. Analysis of what occurred following other-correction of language form indicated that participants' orientation to language form is somewhat limited. In addition, accounting for a language error and/or a correction could become interactional business for the participants. Finally, this study explored the potential, problems, and limitations associated with the applicatio...

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The research that this paper reports on comes from a pilot study that investigates three question... more The research that this paper reports on comes from a pilot study that investigates three questions about how corrective recasts may fit into the local sequential organization of interaction. First, does, and if so, how does the local sequential organization of interaction, including the organization of repair, act as a variable influencing incorporation by language learners of recasts? Second, how

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Social Interaction , 2024

Gaze has been shown to be an important resource in both mundane and institutional interaction for... more Gaze has been shown to be an important resource in both mundane and institutional interaction for next speaker selection and for displaying availability and willingness to be selected. In institutional interactions, participants' actions can be predictable due to factors such as how actions are projected, how participants are categorized, and the structure of the activity. This predictability enables participants to anticipate what will happen next, which can be seen through their actions before this anticipated next action actually occurs. Focusing on teacher-student interaction in two distinct EFL educational settings, this paper examines how students employ gaze shifts to anticipate and predict teacher's selection of the next speaker. The analysis displays how, in institutional interaction, the current state of the activity can make a next action, such as turn allocation, more or less predictable, allowing for participants to anticipate the next action and to act accordingly. The ability to anticipate the teacher's next action in a local context in which this action is predictable is part of students' classroom interactional competence. In addition, the data show that students' gaze

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Zenodo (CERN European Organization for Nuclear Research), Dec 29, 2022

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電気通信大学紀要, Dec 1, 2006

Interaction which occurs between teachers and students engaged in pedagogical talk in classrooms ... more Interaction which occurs between teachers and students engaged in pedagogical talk in classrooms is typically organized into three-part sequences. These sequences have been given a variety of labels, such as Initiation-Response-Feedback (IRF) sequences. An important question related to this kind of three-part sequence is whether it is facilitative of or counter-productive for learning. While not providing a definitive answer to this question, this paper investigates the work that is accomplished by the third part of the sequence, the F-component, in a series of such sequences during an episode of pedagogical talk that occurs in an English as a foreign language classroom. This then allows for some consideration of how these F-components, and these IRF sequences, may provide or deny opportunities for learning.

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Discourse Studies, Jun 1, 2013

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Discourse Studies, Aug 26, 2014

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Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA)

This study focuses on one type of audible gesture, designedly single claps (DSCs), as used by dif... more This study focuses on one type of audible gesture, designedly single claps (DSCs), as used by different people at an educational institution. The institution is designed to provide second language English users with opportunities to use English in various situations. Through the use of Multimodal Conversation Analysis, the analysis first focuses on the shape of DSCs and what makes them visible as not projecting further claps. Next, the analysis focuses on how DSCs are used within their sequential context. DSCs can take a variety of shapes, in that there are different ways not to project further claps; they can be used to attract attention of multiple recipients, and thus as one resource to manage interaction; and they are used as such a resource by representatives of the educational institution, who take on teacher roles within the interaction, with responsibility and deontic authority to manage shifts in activity and participation framework.

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Discourse Studies, 2016

With an annotated corpus of naturally occurring narratives in English, Christoph Rühlemann uses q... more With an annotated corpus of naturally occurring narratives in English, Christoph Rühlemann uses quantitative corpus analysis, supplemented by a more qualitative discourse-analytic approach, to investigate how stories are collaboratively constructed by tellers and recipients. This work has several strong points, such as a clear description of methodology, a focus not just on narratives but also on what precedes and follows narratives, and the author’s strong grasp of statistics. Of particular relevance for me, as someone interested in conversation analysis (CA), is Rühlemann’s attempt to relate his research to CA findings on story-telling and turn-taking. He makes an explicit claim in the final chapter that this work supports the possibility of synergy between ‘corpus linguistics and the conversation-analytical study of turntaking’ (p. 221). Such a synergy may indeed be possible. However, due to Rühlemann’s misinterpretation of CA, and in particular of early work on story-telling and turn-taking, this claim is not correct – this work does not support the possibility of synergy between corpus linguistics and CA. I will discuss one example in detail here. In the third chapter, which focuses on collaborative construction of turn-taking in stories, the starting point is an observation made by Sacks, which Rühlemann formulates as follows:

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Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts, 2019

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This report presents the results of classroom research designed to measure whether and to whatext... more This report presents the results of classroom research designed to measure whether and to whatextent instruction on how to write an argument in English resulted in improved ability of universitystudents to write such a genre. Improvement was measured through a pre-test/post-test design.Some problems with such a research design are discussed. The results show that the majority ofstudents improved in their displayed ability to write an argument in English

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Teaching and Testing L2 Interactional Competence, 2019

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The Modern Language Journal, 2017

Within the framework of Conversation Analysis for Second Language Acquisition (CA-SLA), this stud... more Within the framework of Conversation Analysis for Second Language Acquisition (CA-SLA), this study uses learning behavior tracking (LBT) (Markee, 2008) with longitudinal data to investigate word learning by one adult second language (L2) user of English. The adult is a first language (L1) user of Japanese with limited proficiency in English. Data are drawn from audio-recorded conversations-for-learning (Kasper, 2004) between this adult and the researcher, an L1 user of English and L2 user of Japanese, across a 7-month period. The analysis focuses on the learning of the word near and the nonuse of the synonym close. Repair work is found to create opportunities for learning. It is argued that a word is likely to be learned if it is found to be immediately useful. Methodologically, this study shows that CA-SLA used with longitudinal data can be used to investigate word learning, meeting the criteria developed by Ellis (2010) for showing learning. [ABSTRACT FROM AUTHOR]

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Hacettepe University Journal of Education, 2018

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Journal of Pragmatics, 2018

Abstract Participants in interaction sometimes produce self-repeated gestures, that is, a gesture... more Abstract Participants in interaction sometimes produce self-repeated gestures, that is, a gesture which can be seen as the same as a gesture produced by the same person immediately before. Drawing on data from Japanese interaction, it is shown that self-repeated gestures can be produced in a weaker form, involving smaller, less energetic, shorter, and/or less distinct movements, or in a stronger form, involving larger, more energetic, longer, and/or more distinct movements. Self-repeated gestures are found in contexts of repair or redesign of the utterance package. The weaker, or attenuated, forms occur when the repair or redoing is not related specifically to the gesture. The attenuated forms are not designed as downgraded. The stronger forms occur when there is some problem with the original gesture, often a problem with recipiency, and the gesture itself is repaired or otherwise redone. The gesture is designed as upgraded. The concept of upgrading has generally been applied to actions performed through talk. The analysis of upgraded self-repeated gesture shows that it can also be applied to gesture, though its application may be limited. The possibility of applying downgrading to gesture may be even more limited.

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Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA), 2017

Using audio-recorded data from second language (L2) English conversations-for-learning between an... more Using audio-recorded data from second language (L2) English conversations-for-learning between an L2 user of English and a first language (L1) user of English (the researcher), this study analyzes cases in which the L1 user avoids initiation of repair. In each case, the L2 user appears to have misunderstood something said by the L1 user. Instead of initiating repair in next turn on the L2 user’s talk, or in third position on his own talk, the L1 user goes along, at least briefly, with the direction set by the L2 user. Often, the L1 user, sooner or later, returns to the misunderstood talk. Avoidance of repair initiation is one way in which the L1 user contributes to the construction of the L2 user as interactionally competent to participate in conversations-for-learning.

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Gesture, 2014

Downward stroke gestures which are produced in conjunction with the solution of speaking trouble,... more Downward stroke gestures which are produced in conjunction with the solution of speaking trouble, such as a word search, during English language discussions among Japanese university students, are described and labeledsolution strokes. Similar gestures that involve striking something are labeledsolution strikes. These gestures can be understood as the gestural component of the utterance which solves the trouble. They index the subjective experience of the trouble and its solution and possibly a positive affective stance toward the solution. Solution strokes are argued to be the gestural component of a solution and it is shown that understanding the meaning of a solution stroke requires attending to how it is situated in the local context.

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Text & Talk, 2015

As shown quite clearly in the six papers in this special issue, represented talk and thought (RT)... more As shown quite clearly in the six papers in this special issue, represented talk and thought (RT) provides an effective means for the dramatization of everyday events, whether these events are ostensibly presented as events that actually happened, could have happened, or might happen. Though he did not focus on RT, Goffman (1959) used dramatization as a metaphor for understanding social life, treating participants in interaction as actors performing onstage or out of the public eye back stage. As can be seen in the quote above, Goffman saw people as able, though perhaps not very proficiently, to engage in scripted dramatic performances because of their experience with the dramatic performances that constitute everyday life. Though the six papers that make up this special issue are quite diverse, one (not necessarily the only) common thread that can be found running through them is that with dramatization through RT, participants can make events from other contexts “come to life” even without a script. In addition, as with all performances, those constructed through the use of RT are performed for an audience and are vulnerable, therefore, to problematic audience response, including the possibility of falling flat. Of the different instances of RT that are analyzed in these six papers, those analyzed by Furukawa provide the most obvious examples of RT as dramatic performance. They are also the only ones performed by specialists and that are most likely scripted or at least semi-scripted. As pointed out by Furukawa, the recipients form “an audience that possesses sophisticated knowledge about language, local issues, and popular culture” (p. 855). For example, looking specifically at the third excerpt in this paper, the one with Augie T, the humor relies on the audience being familiar with a range of particular beliefs current within the local culture of Hawaiʻi, including, at least, that people raised in public housing speak Pidgin; that women who speak Pidgin are tough and aggressive (Meyerhoff 2004); that using correct English requires the use of

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Language and Sociocultural Theory, 2015

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H. t. Nguyen & G. Kasper (Eds.), Talk-in-Interaction: …, 2009

... front of room camera focal group camera Jiro Ichiro Hanako Saburo Figure 1. Classroom arrange... more ... front of room camera focal group camera Jiro Ichiro Hanako Saburo Figure 1. Classroom arrangement. ... interturn gap (see Sacks, Schegloff, & Jefferson, 1974, 1978) given the continuing intonation on the word “other”, can also be understood as emerging as Ichiro waits for some ...

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Pragmatics and Language Learning, 2010

... initiation of correction of language errors are resources that some teachers may use to do la... more ... initiation of correction of language errors are resources that some teachers may use to do language instruction (Kasper, 1985; see also Schegloff's comments in Wong & Olsher, 2000, p. 122, on how, for certain activities, eg, pedagogy, correction can ... Second, the first laugh is ...

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Pragmatics and Society, 2013

One type of task interaction that students in a foreign language class may do is using the langua... more One type of task interaction that students in a foreign language class may do is using the language they are studying for discussion. This paper analyzes interaction among Japanese university students participating in such discussions in English. The participants are interactionally competent; one source of resources they draw on to construct this competence is their first language, Japanese. Participants occasionally use Japanese to refer to Japanese things. They also use Japanese in the pursuit of intersubjectivity, such as using Japanese to solve a word search, with this being designed as a solution of last resort. Also, participants typically go beyond intersubjectivity as they translate Japanese into English. Word search design and going beyond intersubjectivity make visible participants’ task orientation to English as the proper language to use in these discussions. This task orientation provides a means for understanding the institutionality of the interaction.

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Eric Hauser | UEC - Academia.edu (original) (raw)

Unpublished Presentations and Lectures by Eric Hauser

Published Papers Related to Interaction by Eric Hauser