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In:Time in Embodied Interaction: Synchronicity and sequentiality of multimodal resources
Edited by Arnulf Deppermann and Jürgen Streeck
[Pragmatics & Beyond New Series 293] 2018
► pp. 293–324

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Chapter 9
Changes in turn-design over interactional histories – the case of instructions in driving school lessons

Published online: 13 September 2018
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https://doi.org/10.1075/pbns.293.09dep
Abstract
This paper studies how the turn-design of a highly recurrent type of action changes over time. Based on a corpus of video-recordings of German driving lessons, we consider one type of instructions and analyze how the same instructional action is produced by the same speaker (the instructor) for the same addressee (the student) in consecutive trials of a learning task. We found that instructions become increasingly shorter, indexical and syntactically less complex; interactional sequences become more condensed and activities designed to secure mutual understanding become rarer. This study shows how larger temporal frameworks of interpersonal interactional histories which range beyond the interactional sequence impinge on the recipient-design of turns and the deployment of multimodal resources in situ.
Article outline
  • 1.Introduction
  • 2.Recipient design
  • 3.Interactional history and the accumulation of common ground
  • 4.Object of study: Instructions in driving lessons
  • 5.Case analyses of interactional histories: Changes in instructional practice over time
    • 5.1Case 1
    • 5.2Case 2
    • 5.3 Case 3
  • 6.Quantitative findings
    • a.Instructions per sub-task (Figure 10)
    • b.Words per sub-task (Figure 11)
    • c. Turns per task (Figure 12)
    • d.Understanding-checks per sub-task (Figure 13)
    • e.Complexity of argument structure (Figure 14)
  • 7.Discussion
  • Acknowledgement
  • Notes
  • References
References (44)
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