Course Details

1. Describe the theories and methods of conversation analysis.
2. Analyze naturally occurring talk using the analytical tools of conversation analysis.
3. Describe the basic characteristics of everyday interaction.
4. Transcribe naturally occurring talk and talk in institutional settings.
5. Describe the means by which participants construct identities through talk.
6. Illustrate the means by which gaze and body movements interact with the production of language.
7. Present investigation of an aspect of conversational organization of naturally occurring interaction using appropriate methods for the collection, transcription and analysis of data.

·     The principles of Conversation Analysis: A definition of conversation analysis, order at all points, the sociological background.

·     The foundations of Conversation Analysis: Conversational sequences: adjacency pairs and preference, the organization of turn-taking, orienting to turn-taking rules, the organization of repair.

·     Data and transcription techniques: Preliminary issues to approaching transcription, transcription conventions, comparative exercises.

·     Analyzing phenomena I-Building a collection: Collections and patterns, conversational devices, participants’ orientation to a conversational device.

·     Analyzing phenomena II-Extended sequences and single cases: analyzing single episodes, storytelling sequences.

·     Analyzing talk in institutional settings: orienting to the context, the comparative approach, question answer sequences, the use of discourse markers, tasks, identities and turn design, asymmetry and power.

·     Analyzing versions of reality: The action orientation of factual statements, the epistemological orientation of factual statements.

• Hutchby, I. and Wooffitt, R. 1998. Conversation analysis. Cambridge: Polity Press
• Phillips, Louise. 2009. Ανάλυση λόγου : Θεωρία και μέθοδος / Louise Phillips, Marianne W. Jorgensen• μετάφραση Αλέξανδρος Κιουπκιολής • επιμέλεια Γιάννης Σταυρακάκης • επιμέλεια σειράς Νίκος Δεμερτζής. - 1η έκδ. - Αθήνα : Εκδόσεις Παπαζήση.

• Αρχάκης, A. 2002. Το φαινόμενο της διακοπής στη διεπίδραση της τάξης και η κατά φύλα διαφοροποίησή του. Στο Θ.-Σ. Παυλίδου (επιμ.) Γλώσσα-Γένος-Φύλο. Θεσσαλονίκη: Παρατηρητής.
• Χριστοδουλίδου, M. 2012. Ανάλυση του λόγου της τάξης. Πρακτικά Διεθνούς Συνεδρίου Σχολές Επιστημών Αγωγής: O ρόλος τους στις προκλήσεις της σύγχρονης κοινωνίας. Τμήμα Δημοτικής Εκπαίδευσης της Σχολής Επιστημών Αγωγής του Πανεπιστημίου Frederick Κύπρου, 508-522.
• Christodoulidou, M. 2011. Language style as audience design in Greek and Cypriot
• Christodoulidou, M. 2011. Lexical markers within the University lecture. Novitas-ROYAL (Research on Youth and Language). Special issue on conversation analysis in educational and applied linguistics, 5.1, 143-160.
• Christodoulidou, M. 2009. Extreme case formulations in Cypriot Greek. Proceedings of the 12th International Conference of the European Chapter of the Association for Computational Linguistics, EACL2009 (SRSL 2009, the 2nd Workshop on Semantic Representation of Spoken Language), 1-9.
• Newton, B. 1972a. Cypriot Greek: its phonology and inflections. The Hauge: Mouton.
• Ochs, E., E. Schegloff and S. A. Thomson. 1996. (Eds.), Interaction and grammar. Cambridge: Cambridge University Press.

The teaching consists of lectures that provide the theoretical background, discussion of the theoretical and methodological issues involved and their subsequent application to conversational and interactional data in a variety of contexts. Starting with a consideration of a wide range of conversational behavior, we explore how it is nevertheless possible, in the face of such variety, to make systematic interpretations based on our knowledge of conversation structure. The analytical rules and units of the mainstream conversation analytic tradition will be examined. By looking at a range of naturally occurring discourse we shall investigate how actions are performed, identities constructed and context achieved through talk. We shall then consider how behavior which transcends the verbal (such as gaze and gesture) contributes to our presentation of ourselves in interaction with others; and finally we explore the relationship between grammar and interaction. The preparation of a research project aims to further develop the research skills and critical thought of students.