Recent years have seen a growing body of research concerned with objects in interaction and the numerous interactional methods and functions of creating a shared vision of some non-present scene. This multimodal Conversation Analytic study of second language interaction uncovers a combination of these two foci, showing the ways in which people use objects to create a shared vision of these objects may be used in the future. This frequently used practice of ‘pre-enactment’ is uncovered from a corpus of video recorded lesson planning discussions between English ‘native’ and ‘non-native speaker’ teachers who ‘team-teach’ together in Japanese schools. To these discussions, participants bring various objects that will be used in upcoming collaborative classes, such as clocks, word cards, and other printouts. By shifting from describing to demonstrating how such objects may be used, an authentic and pervasive image of a possible future is created. This has many functions, such as informing the current planning talk and providing a platform for other important actions to take place, such as suggesting alternatives or making requests. By examining this manipulation of objects, this study considers the ways people switch between the present and a possible future in planning talk. As such, this study adds an important layer of understanding to practices utilized in future-oriented interaction, particularly those involving people who do not share a first language.
Barnes, Rebecca, and Duncan Moss (2007) Communicating a feeling: The social organization of ‘private thoughts’. Discourse Studies 91: 123–148.
Bauman, Richard (1986) Story, performance and event: Contextual studies of oralnarrative. Cambridge, UK: Cambridge University Press.
Brown, Penelope, and Stephen Levinson (1987) Politeness: Some universals in language. Cambridge, UK: Cambridge University Press.
Buttny, Richard (1997) Reported speech in talking race on campus. Human Communication Research 231: 477–506.
Carley, Harry (2013) Team teaching styles utilized in Japan: Do they really work?Journal of International Education Research 9.3: 247–252.
Couper-Kuhlen, Elizabeth (1999) Coherent voicing: On prosody in conversational reported speech. In W. Bublitz, U. Lenk, and E. Ventola (eds.), Coherence in Spoken and Written Discourse: How To Create It and How To Describe It. Amsterdam: John Benjamins Publishing Company, pp. 11–32.
Edwards, Derek (2003) Analyzing racial discourse: The discursive psychology of mind-world relationships. In H. van den Berg, M. Wetherell, and H. Houtkoop-Steenstra (eds.), Analyzing Race Talk: multidisciplinary perspectives on the research Interview. Cambridge, UK: Cambridge University Press, pp. 331–48.
Fukuda, Steve, Mark Fennelly, and Robert Luxton (2013) Differences in beliefs between language teachers and elementary school teachers. [鳴門教育大 学小学校英語教育センター紀要 ] Naruto University of Education’s Elementary School English Education Centre Review 41: 7–16.
Good, Jeffrey (2015) Reported and enacted actions: Moving beyond reported speech and related concepts. Discourse Studies 17.6: 663–681.
Goodwin, Charles (2003) Embedded context. Research on Language and Social Interaction 36.4: 323–350.
Goodwin, Charles (2007) Participation, stance and affect in the organization of activities. Discourse Studies 18.1: 53–73.
Grice, Paul (1975) Logic and conversation. In P. Cole, and J. Morgan (eds.), Syntax and semantics: Speech acts. New York: Academic Press, vol. 31, pp. 41–58.
Günthner, Susanne (1997) The contextualization of affect in reported dialogues. In S. Niemeier, and R. Dirven (eds.), The Language of Emotions: Conceptualization,expression, and theoretical foundation. Oxford: Blackwell, pp. 247–277.
Hindmarsh, Jon, and Christian Heath (2000) Sharing the tools of the trade: The interactional constitution of workplace objects. Journal of Contemporary Ethnography 29.5: 523–562.
Holt, Elizabeth (1996) Reporting on talk: The use of direct reported speech in conversation. Research on Language and Social Interaction 29.3: 219–245.
Holt, Elizabeth (2000) Reporting and reacting: Concurrent responses to reported speech. Research on Language and Social Interaction 33.4: 425–454.
Holt, Elizabeth (2007) ‘I’m eyeing your chop up mind’: Reporting and enacting. In E. Holt, and R. Clift (eds.), Reporting on Talk: Reported Speech in Interaction. Cambridge, UK: Cambridge University Press, pp. 47–80.
Holt, Elizabeth (2009) Reported speech. In S. D’hondt, J. Östman, and J. Verschueren (eds.), The Pragmatics of Interaction: Handbook of Pragmatics Highlights. Amsterdam: John Benjamins Publishing Company, pp. 190–205.
Holt, Elizabeth, and Rebecca Clift (2007) Reporting talk: Reported speech in interaction. Cambridge, UK: Cambridge University Press.
Lynch, Michael (1985) Discipline and the material form of images: An analysis of scientific visibility. Social Studies of Science 15.1: 37–66.
Markee, Numa, and Silvia Kunitz (2013) Doing planning and task performance in second language acquisition: An ethnomethodological respecification. Language Learning 63.4: 629–664.
Mondada, Lorenza (2012) Video analysis and the temporality of inscriptions within social interaction: The case of architects at work. Qualitative Research 12.3: 304–333.
Murphy, Keith (2004) Imagination as joint activity: The case of architectural interaction. Mind, Culture, and Activity 11.4: 267–278.
Murphy, Keith (2011) Building stories: The embodied narration of what might come to pass. In J. Streek, C. Goodwin, and C. LeBaron (eds.), Embodied Interaction. Cambridge, UK: Cambridge University Press, pp. 243–253.
Nielson, Mie (2012) Using artifacts in brainstorming sessions to secure participation and decouple sequentiality. Discourse Studies 14.1: 87–109.
Ochs, Elinor (1994) Stories that step into the future. In D. Biber, and E. Finnegan (eds.), Sociolinguistic Perspectives on Register. New York: Oxford University Press, pp. 106–135.
Olsher, David (2004) Talk and gesture: The embodied completion of sequential actions in spoken interaction. In R. Gardner, and J. Wagner (eds.), Second Language Conversations. London: Continuum, pp. 221–245.
Otani, Midori, and Kazuaki Tsuido (2009) A pilot study on utilization of assistant language teachers in foreign language activities at elementary schools: Based on a preliminary questionnaire survey to ALTs. Memoirs, Faculty of Education, Shimane University 431: 21–29.
Sakai, Shinchiro, Ron Korenaga, Yoshifumi Mizukawa, and Motoko Igarashi (2014) Envisioning the plan in interaction: Configuring pipes during a plumbers’ meeting. In M. Nevile, P. Haddington, T. Hinemann, and M. Rauniomaa (eds.), Interacting with Objects: Language, materiality, and social activity. Amsterdam: John Benjamins Publishing Company, pp. 339–356.
Sato, Masahiko (2012) Minimum vocabularies needed in Japanese work environment for ALTs. Akita International Exchange Center Bulletin 11: 53–63.
Schmidt, Kjeld, and Ina Wagner (2004) Ordering systems: Coordinative practices and artifacts in architectural design and planning. Computer Supported Cooperative Work 131: 349–408.
Simmons, Katie, and Amanda LeCouteur (2011) ‘Hypothetical active-voicing’: Therapists ‘modelling’ of clients’ future conversations in CBT interactions. Journal of Pragmatics 431: 3177–3192.
Suchman, Lucy (2007) Human-machine reconfigurations: Plans and situated actions, 2nd expanded edition. Cambridge, UK: Cambridge University Press.
Tagliamonte, Sali, and Alex D’Arcy (2004) He’s like, she’s like: The quotative system in Canadian youth. Journal of Sociolinguistics 8.4: 493–514.
Tanaka, Hiroko (1999) Turn-taking in Japanese Conversation: A Study in Grammar and Interaction. Amsterdam: John Benjamins Publishing Company.
ten Have, Paul (1999) Doing Conversation Analysis: A Practical Guide. London: Sage.
Wooffitt, Robin (1992) Telling Tales of the Unexpected: The Organisation of Factual Discourse. Hertfordshire, UK: Harvester Wheatsheaf.
Yamada, Meiko (2014) The Role of English Teaching in Modern Japan: Diversityand multiculturalism through English language education in a globalized era. New York: Routledge.
Cited by (11)
Cited by 11 other publications
Krämer, Hannes & Ronja Trischler
2024. Designing Postdigital Futures—The Case of Hackathons. Postdigital Science and Education 6:1 ► pp. 52 ff.
Balaman, Ufuk
2022. Design, Feedback, and Reflection for Video-Mediated L2 Interactions. In Conversation Analytic Language Teacher Education in Digital Spaces, ► pp. 171 ff.
Balaman, Ufuk
2022. Conceptualizing Conversation Analytic Language Teacher Education. In Conversation Analytic Language Teacher Education in Digital Spaces, ► pp. 15 ff.
Killmer, Helene, Jan Svennevig & Suzanne Beeke
2022. Joint planning in conversations with a person with aphasia. Journal of Pragmatics 187 ► pp. 72 ff.
Edmonds, David Matthew & Christian Greiffenhagen
2021. Configuring Prospective Sensations: Experimenters Preparing Participants for What They Might Feel. Symbolic Interaction 44:1 ► pp. 183 ff.
Leyland, Christopher
2021. The interactional construction of the academic reader in writing tutorials for international students: An advice-giving resource. Linguistics and Education 61 ► pp. 100900 ff.
Singh, Ajit
2021. Situating embodied action plans: pre-enacting and planning actions within knowledge communication in sports training. Linguistics Vanguard 7:s4
Greer, Tim
2019. Initiating and delivering news of the day: Interactional competence as joint-development. Journal of Pragmatics 146 ► pp. 150 ff.
Greer, Tim & Chris Leyland
2018. Naming an activity: Arriving at recognitionals in team-teacher planning talk. Journal of Pragmatics 126 ► pp. 52 ff.
Tai, Kevin W. H. & Adam Brandt
2018. Creating an imaginary context: teacher’s use of embodied enactments in addressing learner initiatives in a beginner-level adult ESOL classroom. Classroom Discourse 9:3 ► pp. 244 ff.
Lee, Josephine & Alfred Rue Burch
2017. Collaborative Planning in Process: An Ethnomethodological Perspective. TESOL Quarterly 51:3 ► pp. 536 ff.
This list is based on CrossRef data as of 15 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.