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Thebodyasaresourceforother-initiationofrepair:
Cuppingthehandbehindtheear
KristianMortensenDepartmentofDesignandCommunication
UniversityofSouthernDenmark
Universitetsparken16000KoldingDenmark
Postprintversion
“TheVersionofRecordofthismanuscripthasbeenpublishedandisavailableinResearchonLanguageandSocialInteraction,49(1),34-57,publishedonlineonMarch2nd2016,
www.tandfonline.com/10.1080/08351813.2016.1126450”
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Thebodyasaresourceforother-initiationofrepair:
CuppingthehandbehindtheearAbstract
Thispaperanalyzeshowthehumanbodyservesasaresourceforother-initiationofrepair.Itdescribeshowahandgesture,acuppedhandbehindtheear,isorientedtoasarepairinitiationinaforeignlanguageclassroom.Thegesturetypicallyoccursintheabsenceofspeechandistreatedasahearingproblem.Thepaperarguesthat‘hearing’doesnotrefertotheacousticreception,butrathertotherecipient’shearingasdisplayedconductandrelatestotherecipient’slackofdisplayedorientationtothespeakerduringthetroublesourceturn.Whentherepairinitiationisaccomplishedbyco-occurringspeechandgesturethespeechspecificallymarksthetroubleasnotahearingproblem.DatainEnglishasasecondlanguage.
Introduction1
Itwouldbedifficulttodenythatthehumanbodyprovidesacoreresourceforparticipantsto
drawoninsense-makingpracticesinsocialinteraction.Inco-presentface-to-faceinteraction,
participantsareinconstantmovementwithgestures,eyemovement,posturalconfigurationsand
otherbodilyconductbeingoccasionedacrossstretchesofinteraction(e.g.,Streeck,Goodwin,&
LeBaron,2011).Althoughitmayreasonablybeclaimedthatsomemaynothavebeenproducedto
serveinteractionalfunctions–butratherphysiological(e.g.,blinking)orpsychological(e.g.,self-
grooms)–anythingcan,inprinciple,creativelybeturnedintoameaningfulresourceinandfor
intersubjectiveunderstanding(Goodwin,2013;Streeck,1996,2011,2013).Fromanemic
perspective,then,itisinherentlyananalyticquestionwhenagestureorotherbodilyconductis
usedsystematicallyandrecognizablyasaresourcefordesigningsocialaction(Hazel,Mortensen,
&Rasmussen,2014).
Thispaperanalyzeshowparticipantsinforeignlanguageclassroomsorienttobodily
1IwouldliketothankGitteRasmussenandJohsWagnerforreadingandcommentingonanearlierversionofthispaperaswellasCharlesAntakiandtwoanonymousreviewersfortheirverydetailedandhelpfulcommentsthathelpedmeclarifytheargumentsofthepaper.ThedatawerecollectedwhileIwasemployedattheUniversityofLuxembourg.Iwouldliketothankteachersandstudentsforgivingmeaccesstotheirlessons.AfirstdraftofthepaperwaswrittenwhileIwasemployedatFRIAS(FreiburgInstituteforAdvancedStudies).
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conduct–typicallyintheabsenceofco-occurringverbalandvocalconduct–asamethodforother
initiationofrepair.Itfocusesononeparticularhandgesture,whichIwillrefertoas‘cuppingthe
handbehindtheear’(or‘cuppingthehand’inshort;seefiguresaandb).
Figurea.Thecuppinghandgesture.Figureb.Thecuppinghandgesture.
Perceptually,thecuppinghandresemblesamanual,non-technicalhearing-aidsuchasthe
eartrumpet,which‘captures’thesoundwavesandleadsthemtotheear.Thecuppinghand
gesturemayacousticallyworkinasimilarway.Indeed,thisseemstobesupportedbyresearchin
acousticswhereStephens&Goodwin(1984)refertothisgestureasa“non-electricaidtohearing”,
andBarr-Hamilton(1983)showshowthegestureprovidesa“significantamplificationeffectinthe
mid-frequencyrange”(p.29).Thegestureisalsofrequentlyusedinmoresymbolicways:inrecent
yearsthegesturehasbecomeacommonpracticeforfootballplayershavingscoredagoal–asa
celebrationtowardsthecrowd(orthefootballplayerhimself?)(seefigurec).Andforpopstarsto
animatethecheeringaudience(further)duringliveperformances(seefigured).Orasawayto
signalstanceanddisbeliefasreportedbythesoccermanagerSamAllardycefromWestHam,who
afterhisteam(‘unjustly’accordingtothemanager)hadbeenbooedoffthepitchinangerand
frustrationbythecrowdcuppedhishandbehindhisearandlaterexplainedhisgesturetoThe
Independent:“IdiditbecauseIwashearingbooing.Icouldn’tquitebelieveit”(Peach,2014).
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Figurec.ChristianoRonaldocupshishandbehind Figured.JustinBiebercupshishandduringalive
theearafterscoringagoal.PhotographbyGettyImages©. concert.PhotographbyGettyImages©.
Reprintedwithpermission Reprintedwithpermission
Thecommonunderstandingofthecuppinghandasanaidtoenhancehearingseemssowell-
definedthatin2006itwasbuiltintoadesignandappliedforapatentintheUS(McCool,2006).
Thedesignresemblestwohands,whichareattachedtoaheadband,andiswornlikeapairof
earphones.Itcanthenbewornwheneveronewantstoenhancethe“listeningexperience”(p.1)
duringforinstanceliveconcerts,theaterandlectures.Thereflectors,i.e.thehands,areevenin
physical“contact[with]thebonesofthefaceandjawtoinducesoundsvibrationstherein”(p.1).
Thecurrentstatusofthedesign,however,remainsasecret.
Despiteitsacousticcapacitiesandwhatseemstobeahighlyconventionalizedunderstanding
ofthegestureithasnotyetbeendescribedhowthegestureissystematicallyusedasan
interactionalresource,thatis,howthegestureisusedandunderstoodbyparticipantsineveryday
coursesofaction.Methodologically,thispaperreliesonethnomethodologicalconversation
analysis(EM/CA)inordertoanalyzehowparticipantsusethecuppinghandgestureasaresource
forsense-makinginsocialinteraction(cf.e.g.,Goodwin,2003a,2003b;Heath&Luff,2011;Streeck,
2008,2009).Thepaperdrawsonapproximately20hoursofvideorecordedforeignlanguage
classroominteractionwithbeginners–A1andA2intheCommonEuropeanFrameworkof
ReferenceforLanguage–ofEnglishinLuxembourg.Thecorpusinvolvesthreedifferent
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classrooms;onefromapubliclanguagelearningcenterwithabout15studentsandtwofroma
privateonewith3and5students,respectively.Therecordingsweremadewiththreecameras–
oneinthebackoftheclassroomfacingtheteacherandtwointhefrontfacingthestudents.After
repeatedviewingsoftherecordings,segmentshavebeenselectedandtranscribedintermsof
verbal/vocalandbodilyconduct.
Basedontheinitialobservationthatthehumanbodyinvariouswayscanserveasaresource
forotherinitiationofrepair(Mortensen,2012),thispaperfocusesonacollectionof50casesin
whichthecuppinghandgestureisusedtoinitiaterepair.Whereassomebodilyconductsfor
initiatingrepairareusedbyteachersandstudentsalike(Mortensen,2012,seealsoSeo&Koshik,
2010),thecuppinghandisprimarilybutnotexclusivelyusedbyoneoftheteachers.Thissuggests
thatalthoughthecuppinghandisarecognizedpracticefordoingrepairinitiations(seeDay,2012)
someparticipantsmayoptforthisturndesignasopposedtoother(moreorless)similarformats.
However,cuppingthehandasawaytoinitiaterepairisquitefrequentinthisteacher:inthe
courseof6lessonsofapproximately1½hour,atotalofaround6½hoursofrecording,the
cuppinghandgesturewasusedtoinitiaterepair47times.Assuch,althoughthegestureis
recognizableasarepairinitiation,itmightbeidiosyncraticofthisparticularteacher.
Thispaperwillshowhowthegestureisusedasasystematicmethodforother-initiationof
repair,whichinsituistreatedasahearingproblemandbearsaresemblancewith‘open’class
repairinitiations(Drew,1997).Iargue,however,that‘hearing’doesnotrefertotheacoustic
receptionofthepriorturn,butratherwithparticipants’embodiedparticipationframework(e.g.,
Goodwin,2000)duringtheproductionof(whatisretrospectivelydefinedas)thetroublesource
turn,andthecuppedhandasastand-alonegestureisaccompaniedbyavisualreorientation
throughgazeandposturalorientationtowardsthespeakerofthetroublesourceturn.2
2Inaddition,sometimesthegestureisproducedbyleaningslightlyforwardand/orturningortiltingtheheadslightlytotheside.Althoughthiscertainlyisimportant,thecurrentpaper,forreasonsofspace,willfocusonthecuppinghandgestureanditsrelationtoposturalreorientation.
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Thefirstextract3servestodemonstratethesequentialenvironmentinwhichthegesture
occursandhowparticipantsdisplaytheirunderstandingofitintheunfoldingoftheinteraction.
Extract101 Teacher: .tsk ↑André 02 (1.4) 03 André: kh khh ((coughs)) 04 (1.6) 05 Teacher: who is Phil’s (.) sister’s osono
((16 lines omitted)) 06 Teacher: André you don’t remember 07 (9.4) 08 Teacher: it was the:: the picture with the family 09 (2.7) 10 Teacher: ow you have it (th-) ah ye:s okay= 11 Camilla: =#ne:phew fig. #1.1 12 #+(.) +(0.7) ((0.8)) Te_gaz: +turns gaze towards Camilla Te_ges: +right hand to right ear Te_mov: +leans slightly forward fig. #1.2 13 Camilla: #↑nephew fig. #1.3 14 Teacher: +>good< Te_gaz: +withdraws gaze from Camilla Te_ges: +retracts gesture
3Namesandotherpersonalinformationhavebeenanonymizedandimageshavebeenedited.Inthetranscripts,screenshotsfromseveralcamerasareprovidedsothatforinstancefig.2and2aarefromthedifferentvideosatthesametime.Thisprocedurefollowsthroughoutthispaper.TranscriptionofbodilyconductisbasedonMondada(e.g.,2012)andisassignedtoparticipantswith‘ges’,‘gaz’and‘mov’toindicategesture,gazeand(otherbodily)movements,respectively.
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Figure1. Inextract1,theclassisdiscussingfamilyrelations,whichtheteacherdrawsandexpandson
theboardstepbystepintheformofafamilytree.TheteacherselectsAndrétoanswerthenext
question(lines1to5),andafterseveralprompts(notintranscript)andclues(McHoul,1990)as
towhenthetopicwasdiscussedandwhichpictureitbelongedto(line8),anotherstudent,
Camilla,self-selectsandprovidesasecondpair-part(line11).Herturnislatchedtotheteacher’s
turn,andisproducedbyslightlystretchingtheinitialvowel.Afteramicropause(line12),the
teacherproducesacuppinghandgesture:heraiseshisrighthandtohisrightear,andleans
slightlyforwardashetorquestheupperbodytowardsCamilla.Immediatelyafterthegesturehas
reacheditsstroke(Kendon,1980),Camillarepeatsherpriorturn(line13)withhighpitch(cf.Curl,
2005).Inline14,theteachermakesapositiveassessmentofherturnwhileretractingthegesture
andturningthegazeawayfromCamilla.
Inthispaper,Iwillunpackandexpandsomeinitialobservationsfromthefirstextract.
Firstly,hereaswellasthroughoutthecollectionthegestureoccursinatransitionrelevant
positionfollowingastudent’sturn-at-talk.Inextract1,Camillahasproducedwhatcanbeheardas
acandidateanswertotheteacher’squestion.Assuch,thecuppinghandoccupieswhatSchegloff
(2007:148ff.)referstoasanon-minimalpost-expansion.Secondly,thegestureisproducedasa
responsiveactionthatistreatedasdealingwithandrelevanttotheimmediatepriorturn.
Camilla’sturnisasecondpair-partasananswertotheteacher’squestion,whichintheclassroom
contextmakesafollow-upturnbytheteacherrelevant–typicallyanassessmentorapromptfor
thestudenttoself-repair.Thirdly,thegestureisretractedimmediatelyafterCamilla’srepetitionin
line13andinoverlapwiththeteacher’sassessment.Sequentially,thecuppinghandgesturecan
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bedescribedasarepairinitiationthattreatsthepriorturnassomehowproblematic,andinand
throughCamilla’srepetitionofherpriorturnsheorientstothegestureasindexingahearing
problem.
Repairorganization
Conversationanalysis(CA)hasalongandwell-knowntraditionfordescribingsocial
practicesfordealingwithtroublesofspeaking,hearingandunderstanding(e.g.,Hayashi,
Raymond,&Sidnell,2013b;Schegloff,1992,2000;Schegloff,Jefferson,&Sacks,1977).Thislineof
researchdistinguishesontheonehandbetweenrepairinitiationandrepairoutcome,andonthe
otherhandbetweenwhoinitiatesandaccomplishestherepair–thespeaker(‘self’)ofwhatis
treatedasatroublesourceor‘other’.Therepairmayoccurinseveralsequentialpositionsrelative
tothetroublesource:immediatelyfollowingthetroublesource(i.e.in‘midturn’),aftertheturn
constructionalunit(TCU)thatcontainsthetroublesource,inanext-turnposition,orintheturn
followingtheco-participant’sturnafterthetroublesource.Thesepositionsarestructurally
orderedinsuchawaythatthespeakerofthetroublesourcehasthefirstsequentialopportunity
forlocatingandrepairingthetroublesource,respectively.Thereis,thus,apreferenceforself-
repairoverother-repair(Schegloffetal.,1977).
OtherinitiationsofrepairoverwhelminglyoccurintheturnfollowingtheTCUthatcontains
thetroublesource(Schegloff,2000).Thisisreferredtoasnext-turnrepairinitiation.Besidesthe
sequentialposition,next-turnrepairinitiationscanbedesignedinvariouswaysinordertolocate
thetroublesourceaswellastoindicatewhatkindoftroubleisbeingalludedto–hearingor
understanding(e.g.,Mazeland,1986).Suchpracticesinclude(partialorfull)repeats,
interrogativessuchaswho,whenandwhereandphrasessuchaswhatdoyoumeanandthelike.In
addition,Drew(1997)describesso-called‘open’classrepairinitiationslikehuh?,what?and
sorry?.Theyareopeninthesensethattheydonotspecifywhichaspectofthepriorturnistreated
asproblematic.
Therelationbetweenturndesignandthekindoftroublebeingaddressedhasreceived
substantialattentioninthepriorliterature.Inrelationto‘open’classrepairinitiations,the
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analysisofwhatkindoftroubleisbeingalludedtorestsonthespeakerofthetroublesourceturn.
Inthissense,‘open’classrepairinitiationsdonotspecifytheresponsibilityofthetroublesource.
Recentstudies,however,describehowprosodicfeaturesin‘open’classrepairinitiationsplaya
keyroleinindexingthetroubletype(M.Egbert,Golato,&Robinson,2009;Hayashi&Kim,in
press).Robinson(2006)suggeststhatother-initiatedrepairisbiasedtowardsplacing
responsibilityofthetroubleonthespeakerofthetroublesourceandthatcertain‘apology-based’
‘open’classrepairinitiationformats–suchasI’msorry?–workspecificallytoplacethe
responsibilityonthespeakeroftherepairinitiation.Svennevig(2008)hasobservedapreference
fororientingtotheleastsensitivesolutionbeforemorecomplicatedones,thatis,foraddressinga
problemasahearingproblembeforetreatingitasanunderstandingproblem.Thissuggeststhatif
therepairinitiationdoesnotspecifythekindoftroubletheparticipantishaving,thespeakerof
thetroublesourcewilltreattherepairinitiationasahearingproblembeforeanunderstanding
problem.
‘Open’classrepairinitiationsareoftenfollowedbya(verbatimorpartial)repeatofthe
troublesourceturnwherebythespeakerofthetroublesourceturntreatsthetroublesourceasa
hearingproblem(Couper-Kuhlen,1992;Enfieldetal.,2013;Hayashi&Kim,inpress;Hayashi,
Raymond,&Sidnell,2013a;althoughseeSchegloff,1997;Schegloff,2004).Curl(2005)describes
repairsintheformof(verbatim)repetitionsofthetroublesourceturn.FollowingDrew(1997)
shedescribeshowtherepetitionrepairisphoneticallymarked,e.g.,throughloudnessorexpanded
pitchrangeincaseswherethetroublesourcewas(sequentiallyandtopically)fittedwhereasin
caseswherethetroublesourcewas‘disjunct’theyarenot.Heranalysisshowshowwhatmaybe
treatedasahearingproblem‘onthesurface’(Curl,2005:40)istiedlyconnectedwiththe
sequentialorganizationandfittednessofthetroublesourceturn.
Insecond/foreignlanguageclassroominteractionresearchrepairhasbeenafrequenttopic
nottheleastaspsycholinguisticapproachestosecondlanguageacquisitionseerepairand
correctionsmoregenerallyasawayforlearnerstogetcomprehensibleinputandtherebydirectly
relatedtothelearningprocess(seee.g.,Gass,1997).Conversationanalyticapproachesto
classroominteractionhasarguedthatrepairorganizationreflectsandisreflectedbythe
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pedagogicalfocus(Seedhouse,2004).Forinstance,inpedagogicalactivitiesthatfocusonlinguistic
formstheteachermayinitiaterepaironstudents’turnsalthoughtheyaregrammaticallycorrect
andshapedtothesequentialenvironmentiftheturndoesnotmeetthepedagogicalfocus(e.g.,to
producea‘completesentence’oraparticularlinguisticform).Thissuggeststhattherepair
trajectoriesaredifferentdependingonthepedagogicalfocusoftheactivity(seealsoKasper,1985;
McHoul,1990).Suchrepairinitiationsarefrequentlypositionedintheturnfollowingthestudent’s
responsetotheteacher’selicitationandareembeddedintheinstructional(classroom)sequence
oftheIRF-formatoriginallydescribedbySinclairandCoulthard(1975).Assuch,classroomrepair
inapostexpansionpositionhasoftenbeendescribedasbeingacaseof‘correction’,inanon-CA
senseoftheword,ratherthanmererepairs(seeHall,2007;Macbeth,2004).Seedhouse(2004)
notesthatinform-and-accuracycontexts‘open’classrepairinitiationsmightbeless‘appropriate’
thaninmeaning-and-fluencycontextsastheydon’tlocatethetroublesourceand“donoteven
indicatethepresenceofalinguisticerror”(Seedhouse,2004:162).Heconcludesthat“[t]heuseof
openclassrepairinitiatorsbythelistenermaythereforeactuallyimplytothespeakerthatsome
formoftroubleotherthanalinguisticerrorhasoccurred”(ibid.,emphasisadded).However,inthe
languageclassroomanythingcanbetreatedasaproblemofthelinguisticorpedagogicalformand
assuchevenrepairinitiationsthatdonotindexalinguisticorpedagogicalproblemmayleadto
linguistic/pedagogicchangesintherepairturn.
Withthegrowingacknowledgementoftheroleofbodilyconductasessentialforsense-
makinginface-to-facesocialinteraction(seee.g.,Deppermann,2013a;Goodwin,2013;Hazeletal.,
2014;Streecketal.,2011forrecentdiscussions),arangeofstudieshasdescribedparticipants’use
ofgesture,gazeandotherbodilyconductinrepairsequencesineverydayconversation.Egbert
(1996)describeshowtheGermanrepairinitiationbitte?seekstoestablishmutualgaze.
Rasmussen(2014)describeshowspeakersinlengthyrepairsequencesleanforwardduringthe
productionofreformulationsofthe(initial)repairinitiation,inwhatshedescribesasamethodfor
quiteliterally“comingclosertoanunderstanding”(p.31).Learningforwardhasalsobeenfound
asaresourcesfordealingwithrepairininteractionsbetweenparticipantswithahearingloss
(Pajo&Klippi,2013).Similarly,inaauto-biographicalpaper,Day(2012)describesthecupping
handgestureasarecognizedpracticetoincreasethereceptivecapacitybypeoplewithhearing
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loss.Ineducational(secondlanguage)settings,Olsher(2008)discussesgesturesintherepairturn
asenhancingintersubjectivity.Kääntä(2010)andSeo(2011)describehowteachersrelyon
variousresourcessuchastalk,thebodyandmaterialobjectsinrepairsequences.Morerecently,
Käänta,LiljaandPiirainen-March(forth.)describehowotherrepairinitiationscanbemultimodal
packagescomposedofmaterialfromvarioussemioticresources(here:talk,thebodyandmaterial
andtechnologicalartifacts),andhowsuchmultimodalconstructsworkinvarioussettings–
everydayconversationbetweennativeandnon-nativespeakers,classroominteractionand
technology-mediatedactivities.Additionally,SeoandKoshik(2010)describehowtwobody
postures,theheadpokeandtheheadtilt,canbeusedtoinitiaterepair.Thepresentpaperstrongly
buildsonSeoandKoshik’sfindings,butthesocialpractice,aswellasthe(‘embodied’)resource,
presentedhereisdifferentinatleastoneimportantaspect:whereasthegesturalrepairinitiations
describedbySeoandKoshikaretreatedasaproblemofunderstanding,thisstudyreportson
repairinitiationsthatareorientedtoasaproblemofhearing.
Thecuppinghandasarepairinitiation
Thecuppinghandgestureismostfrequentlyproducedwithoutco-occurringspeech
(although,seebelow).Forparticipants,thismeansthatthegestureisnotaccompaniedwitha
verbalindicationofhowthegesturerelatestotheprioraction,howitistobeunderstoodnor
whichnext-actionitmakesrelevant.However,lookingathowparticipantstreatthegesture
revealsanorientationtothegestureasafirstpair-part(arepairinitiation),whichmakesacertain
typeofsecondpair-partconditionallyrelevant(arepair).
Extract201 Camilla: where *does* (1.1) where does she do:? 02 Teacher: what does she ↑do (.) my [wife= 03 Camilla: [yes 04 Teacher: =she re↑lax[es 05 Camilla: [↑oh::: 06 (1.2) 07 Camilla: ( ) la chance 08 (.) 09 André: it’s very ogoodo 10 Teacher: it’s very good for [he:r but for me: [it’s Hhhhh 11 Camilla: [very good 12 Sabine: [no work.
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13 +(0.6) +#(0.9)# ((1.5)) Te_gaz: +turns gaze towards Sabine Te_ges: +raises left hand to left ear fig. #2.1 #2.2 14 Sabine: ↑no ↑work? 15 +(1.1) Te_ges: +retracts gesture 16 Teacher: so[rry 17 Sabine: [she don’t work 18 (0.3) 19 Teacher: she: 20 (0.3) 21 Camilla: doesn’t 22 Sabine: doe[sn’t work] 23 Teacher: [yes yes yes] 24 Teacher: yes she works
Figure2.
Inextract2,theteacherisjokingaboutthe‘hardwork’ofhavingawife.Thisispartofa
meaning-and-fluencyexerciseinwhichthestudentsdescribewhattheydoafterwork,andjust
priortotheextracttheteacherjokinglysaysthathehastwojobs–theprofessionaljobasa
languageteacherandasahusband.Inline9Andrémakesanassessment,whichisfollowedbyan
upgradedsecondassessment(Pomerantz,1984)bytheteacherinline10.Inline12,Sabineself-
selectsandinitiatesaturninoverlapwiththeteacher.Theteacherturnsthegazetowardsherand
aftera0.6secondpauseheraisesthelefthandtotheleftearandmakesacuppinghandgesture.
Asinextract1,thestudentproducesarepeatofherpriorturnfollowingthestrokeofthegesture
andorientstothegestureasarepairinitiationthatmakesarepairconditionallyrelevant.The
repairisproducedwithachangeinprosody(seefigureseandf):whereasthetroublesourceturn
isproducedwithfallingintonationtherepairisproducedinalowervolumeandwithraising
intonation,whichmakesitrecognizableasarequestforconfirmation.
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Figuree.Intonationcontourofline12 Figuref.Intonationcontourofline14
Whereasinmostcasesthecuppinghandgesturefollowsastudent’ssecondpairpart,in
extract2,itfollowsafirstpairpartandthusturnstherepairsequenceintoaninsertionsequence
(Schegloff,1972).AsobservedbySvennevig(2008)inextract2weseehowparticipantsorientto
a‘hierarchy’ofdifferentrepairinitiationformats:thefirstrepairinitiation,thecuppinghand
gestureinline13,isfollowedbyarepeatinoverlapwithasecondrepairinitiationthistime
verbally–therebytreatingtherepairinitiationasaproblemofhearing–andthethird,asher
repeatinline14doesnotreceiveanuptakebytheteachersherepairsthetroublesourceby
changingtheturndesign(line17).Assuch,thestudentstartsoutbytreatingthecuppinghand
gestureasorientingtoahearingproblembeforetreatingitasalinguistic/pedagogicalproblem
and/oraproblemofunderstanding.
Extracts1and2showthatthestudentsorienttothegestureas(i)dealingwiththeirprior
turn,thatis,theydisplayanunderstandingofthegestureasaturnthatorientstothestudents’
priorturn,(ii)initiatingrepair.And(iii),througharepeatoftheirpriorturntheytreatthegesture
asdisplayingaproblemofhearing.
TherepairsequencesIdescribeinthispaperareother-initiatedself-repairs.Theresources
throughwhichother-initiatedrepairsareinitiatedconstitutefirstpair-partsandtherepair
sequenceisthereforeorganizedasanadjacencypair(Schegloff,2007:101).Intheconversation
analyticliterature,oneofthecriteriafortreatingsomeactionasafirstpair-partinanadjacency
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pairisthatitmakesasecondpair-partconditionallyrelevantinthenext-turn(Schegloff,1968;
Schegloff&Sacks,1973).Consequentially,whenwhatcanbeunderstoodasasecondpair-part
doesnotoccurinthenextturn–oranotheractionthatcanbeseeninrelationtothefirstpair-part
suchasanotherfirstpair-part(Schegloff,2007,cpt.6)–itisseenasnoticeablyabsentand
accountable.Inextract3,therepairturndoesnotfollowimmediatelyafterthestrokeofthe
gestureandtheteachertreatsthisasproblematic.
Extract301 Teacher: Sabine number eleven i:s 02 (6.0) 03 Sabine: (he- he’s ea+sy) Sa_gaz: +turns gaze to textbook 04 (0.8) 05 Sabine: no 06 Teacher: mmm[mm eat] *eh:* e+asy was number five eh, Sa_gaz: +turns gaze to textbook 07 Sabine: [+(hight)] Sa_gaz: +turns gaze to teacher 08 (0.2) 09 Sabine: ↑(hight?) 10 (1.0) +(1.0) #(0.2) ((2.2)) Te_ges: +left hand to left ear fig. #3.1 11 Teacher: osorryo? 12 (0.6) 13 Teacher: <h:i:gh> 14 (0.5) +(0.7) ((1.2)) Te_ges: +retracts gesture 15 Teacher: o+kay (.) high Sa_gaz: +turns gaze to teacher
Figure3.
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HeretheteacherselectsSabinetoanswerthenextquestion,whichreferstodescribingthe
nextpictureonthehandout(line1)byprovidingtherelevantadjective.Inline3sheproducesa
candidateanswer,butrejectsitaftera0.8secondpause.Inoverlapwiththeteacher’snegation
token(line6),sheproducesanothercandidateanswer(line7).Oncetheteacherarrivesata
possiblecompletionofhisturn,anaccountforthenegativeevaluation(line6),inline9she
repeatstheanswershejustproducedinoverlapwiththeteacherandwhichhedidn’torienttoin
hispriorturn.After1.0secondtheteacherproducesacuppinghandgesture.Atthispoint,
however,Sabineisgazingintothetextbookandmaythereforenotbeabletoseetheteacher’s
gesture.WhatfollowsisnotarepairbySabine,butanotherrepairinitiationbytheteacher,this
timeverballyintheformofan‘open’classrepairinitiation,asorryproducedinasoftvoice.He
thusorientstothenoticeableabsenceofarepair.Againtherepairturnisnoticeablyabsent,andin
line13theteacherproducesanemphaticallypronouncedcandidateunderstandingofSabine’s
turn.Inthisway,theteacherretrospectivelydefinesthecuppinghandasarepairinitiation,which
makesarepairconditionallyrelevantandwhichorientstoaproblemofhearing,orrather,not
hearing‘goodenough’inordertoprovidea(pedagogical)evaluationoftherelevantlexicalitem
afterthestudent’sresponse(cf.Schegloff,2007:151).
Whatthefirstextractsshowisthat(i)participantsorienttothegestureasarepairinitiation,
which(ii)makesarepairinthenext-turnconditionallyrelevant.And(iii),thatthecuppinghandis
understoodasindexingahearingproblem.Inthisway,itdemonstratesparticipants’
understandingofthegesture,thatis,itprovidesanemicperspectiveofthegestureasproducinga
specificsocialaction.
‘Hearing’asdisplayedrecipiency
Asdiscussedabove,‘open’classrepairinitiationdonotindexthetypeofproblemorlocate
thetroublesource.Theyare,however,oftentreatedasahearingproblem–atleastbeforetreating
itasaproblemofunderstanding.Obviously,whethersomeonehasactuallyheardthepriorturnor
notisnotavailabletoneithertheco-participant(s)northeanalyst,sothedescriptionofsomething
asahearingproblemreferstohowparticipanttreattherepairinitiation.Svennevig(2008)argues
thatthestrengthof‘open’classrepairinitiationliesintheambiguityofwhatittreatsas
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15
problematic.Hewrites:“Theveryfactthattheysignalinsufficienthearingisthereasonwhythey
areusefulaspartofasystematicprocedureforaddressingdelicateproblemsinawaythatavoids
bringingthesensitiveissuetothesurface.However,theseinitiatorsdoprovideforthepossibility
thathearingrepairwillsolvetheproblem”(Svennevig,2008:346).Inthecontextofthelanguage
classroom,theuseof‘open’classrepairinitiationsmaybea(‘strategic’,‘pedagogic’)wayfor
teachersnottospecifyandlocatethetroublesourcetherebylettingthestudentofthepriorturn
analyzewhatmighthavebeenproblematic.And,potentially,changetheformatofthetrouble
sourceturnaccordingtothelinguisticformorpedagogicalfitwiththeongoingactivity.
Throughoutthecollection,thetroublesourceturnsaregenerallyveryshort–mostoften
consistingofjustoneortwowords–andcanbedescribedaseitherlexicalorclausal/phrasal
TCUs(Sacks,Schegloff,&Jefferson,1974).Atthesametime,theyaretypicallyproducedwith
markedsecondlanguageproductionand/orlowvolumeormayinotherwaysbeproblematicin
termsofpronunciation.Inthesecases,thetroublesourcecanbeseentoberelatedtotheacoustic
receptionofthetroublesourceturn–whatwemightglossasa‘real’hearingproblem.Inextract4,
theteacherhasinitiallyaskedSabinehowmanyhourssheworksperdayandthisresultsinavery
longrepairsequence.Astheextractbegins,theteacherhasnowsegmentedtheinitialquestionto
‘whattimedoyoustartinthemorning’.
Extract4 01 Teacher: *Sabine* 02 (0.6) 03 Sabine: oyeso 04 (0.5) 05 Sabine: Hhh 06 Teacher: what time do you start in the morning 07 (2.1) ((16 lines omitted)) 08 Teacher: what time do you sta:rt 09 (0.3) 10 Sabine: start 11 (2.0) 12 Teacher: what time do you begin 13 (6.0) +(5.8) ((11.8))
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Te_mov: +turns to the board and starts to write ->* 14 André: oo( ) hoursoo 15 (4.2) 16 Teacher: +what time do ↑you ↑start Te_mov: +*stops writing and turns gaze towards Sabine 17 (3.3) 18 Sabine: oone two three +four five +six seveno (.) neite Te_gaz: +turns gaze to board Te_mov: +adds a question mark to the written sentence on the board 19 # +(0.2) +(1.5) ((1.7)) Te_mov: +turns towards Sabine Te_ges: +right hand to right ear fig. #4.1 20 Sabine: #neine fig. #4.2 21 (0.3) 22 Teacher: +nine o’clock Te_ges: +retracts gesture 23 Sabine: nine o’clock
Figure4.
Afteralengthyrepairsequenceandseveralpromptsbytheteacherhewrites‘whattimedo
youstart’ontheboardinline13andthenturnsaroundandgazestowardsSabineashereads
aloudwhathehasjustwritten(line16).Aftera3.3secondpauseSabinestartstocountquietly
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(line18).Duringhercounting,theteacherredirectshisattentiontotheboard,andaddsaquestion
marktothesentencehejustwrote.Sabinehighlightstheturn-finallexicalitemneiteasasecond
pair-parttotheteacher’squestionbyincreasingthevolumeandprosodicallystressingtheword
(cf.Mortensen,2011).Thepronunciationofthelexicalitem,however,isproblematic:althoughit
may–inparticularinthecontextofpublicallyavailablecounting–berecognizableasninethe
pronunciationismarkedlynon-standard.FollowingSabine’ssecondpair-part,theteacherturns
historsoandgazefromtheboardtowardsSabine(line19),andcupshisrighthandbehindhis
rightear(fig.2a).Thisisfollowedbyarepair(line20),whichinextract4includesasubstitutionof
theproblematiclexicalitemfrom‘neite’to‘neine’.
Besidestheproblematicpronunciationofthetroublesourceturnwenotedthattheteacher
isgazingattheboard(andthusnotatSabine,thespeaker)duringthetroublesourceturn(fig.1a).
Heistherebynotengagedinanembodiedparticipationframework(Goodwin,2000)withthe
speaker.However,followingthesecondpair-parttheturnsthegazeandtorsotowardsher(line
19)justpriortothecuppinghandgesture.Thissuggestthatwhatistreatedasproblematicdoes
not,ordoesnotonly,refertothenon-normativelinguisticproductionofthestudent’sturn,but
rathertothesequentialpositionoftheturnanditsdisalignmentwiththecurrentparticipation
framework(cf.M.M.Egbert,1996).Thesameposturalandgazereorientationoccursinextract2,
herereprintedasextract5
Extract501 Camilla: where *does* (1.1) where does she do:? 02 Teacher: what does she ↑do (.) my [wife= 03 Camilla: [yes 04 Teacher: =she re↑lax[es 05 Camilla: [↑oh::: 06 (1.2) 07 Camilla: ( ) la chance 08 (.) 09 André: it’s very ogoodo 10 Teacher: it’s very good for [he:r but for me: [it’s Hhhhh 11 Camilla: [very good 12 Sabine: [no work. 13 +(0.6) +#(0.9)# ((1.5)) Te_gaz: +turns gaze towards Sabine Te_ges: +raises left hand to left ear
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fig. #5.1 #5.2 14 Sabine: ↑no ↑work? 15 +(1.1) Te_ges: +retracts gesture 16 Teacher: so[rry 17 Sabine: [she don’t work 18 (0.3) 19 Teacher: she: 20 (0.3) 21 Camilla: doesn’t 22 Sabine: doe[sn’t work] 23 Teacher: [yes yes yes] 24 Teacher: yes she works
Figure5.
Overlappingtalkrisksnotbeingheardandmaybetreatedasproblematicandhence
repaired(Schegloff,1987).Whatconstitutesthetroublesourceturninline12isproducedin
overlapwiththeteacher’sprotractedoutbreath,whichheproducesaspartofanembodiedturn-
completionbyleaningslightlyforwardandturningtheheadslightlytotheside(cf.Ford,
Thompson,&Drake,2012;Keevallik,2013;Olsher,2004).Butinaddition,itisproducedwhilethe
teacherisaddressinganotherstudent,André,andasthetroublesourceturnisproducedheis
gazingtowardshimandthusawayfromCamilla.OnlyafterCamilla’sturndoestheteacherturn
thegazetowardsher.AndafterhisgazereachesCamillaheproducesacuppinghandgesture.
Goodwin’sseminal(1981)studyshowsapreferenceforhearer’sgazetowardsthespeakerduring
turn-beginningsandresourcessuchasrestartsandhesitationsformanagingalackofdisplayed
recipiencyinthisposition(seealsoCarroll,2004;Deppermann,2013b;Goodwin,1980;Kidwell,
1997;Mortensen,2009).Indeed,throughoutthecollectionitcanbeobservedthatthecupping
handgestureoccursafterthetroublesourceturnduringwhichtheteacherdoesnothavehisgaze
directedatthespeakingstudent.Inthissense,‘hearing’doesnotrefertotheacousticreceptionof
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thepriorturn-at-talk,butrathertotherecipient’sdisplayedhearingasembodiedparticipationin
aF-formation(Kendon,1990).Inextract6,theteacherisgazingattheboardasastudentprovides
asecondpair-parttohisquestioninline1,andthisevencausesaproblemwithidentifyingthe
speakerofthepriorturn.
Extract601 Teacher: +who’s ↑this Te_ges: +points at the drawing on the board Te_mov: +turns towards the students 02 (5.4) 03 Camilla: +# (oson ando) Te_gaz: +turns gaze to the board fig. #6.1 04 (0.6) +(0.6) +#(0.8) #(0.7) ((2.7)) Te_mov: +turns towards the students Te_gaz: +gazes towards Sabine Te_ges: +right hand to right ear fig. #6.2 #6.3 05 Teacher: Sabine I didn’t hear 06 (0.5) 07 Sabine: ↑mm +# ↓mm (.) Camil[la Sa_ges: +points and gazes at Camilla Te_ges: +retracts gesture fig. #6.4 08 Teacher: [ah: 09 (0.9) 10 Teacher: Camilla I didn’t +hear# Te_ges: +right hand to right ear fig. #6.5
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Figure6.
Heretheclassisgoingthroughadrawingoffamilymembers,whichtheteacherhasmadeon
theboard(thesameexerciseasinextract1),andinline1hepointstothefigurehehasjust
completedandaskswho’sthis.Afteralengthypauseinline2,heturnsaround,redirectsthegaze
totheboardtherebyprojectingmorewritingoranotherkindofgraphicallyrelatedassistance.As
heturnsaround,Camillaproducesacandidateanswer(line3).Herturnisproducedinalow
volumeandwithherheadrestingonherhandandisabandonedbeforeshereachesapossible
pointofcompletion.Theteacherturnsaround,gazesatanotherstudent,Sabine,andcupshishand
behindhisear(line4).Aswehaveseenabove,arepairturnisconditionallyrelevantafterthe
cuppinghandgesture,buttheproblemhereseemstobebywhom:byCamillawhoproducedthe
priortroublesourceturnorSabinewhotheteacherisselectingasnextspeakerthroughgaze.Asa
repairdoesnotfollow,theteacherproducesaverbalrepairinitiation,inwhichhespecifiesthe
problemasahearingproblem(line5).NotethatheaddressesSabinethroughaturn-initial
addresstermandtherebyorientstoherasnext-speakerandhenceasthespeakerofthetrouble
sourceturn.Sabineorientstothespeakerselection,butdoessobygazingandpointingwithher
thumbtowardsCamilla,producesaminimalnegativeresponse(Stivers&Heritage,2001)and
Camilla’snameandtherebyorientstotheteacherhavingselectedthewrongspeaker.Inoverlap
withCamilla’sname,theteacherproducesachangeofstatetoken(Heritage,1984)inline8and
repeatstheverbalrepairinitiationbysubstitutingtheaddresstermandplacesCamilla’snameina
turn-initialposition(line10).Theverbalrepairinitiationishereco-occurringwitharepeatofthe
cuppinghandgesturetherebytyingtherepairinitiationinline10totheoneinline4(Koschmann
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&LeBaron,2002;LeBaron&Streeck,1997).Inthisway,producingthetroublesourceturnina
lowalmostnotdetectablevolumewhiletheteacherwasgazingawayfromthestudentsresultedin
theteacher’sproblemofidentifyingthespeakerandconsequentlyaproblemwithwhomto
addresstherepairinitiation.
Inextracts1,3,4and6above,thetroublesourceturnsaresecondpair-parts,thatis,theyare
verbalresponsiveactionstotheteacher’squestionearlierinthesequence.Sequentiallyspeaking,
thestudents’turnsareproducedinaslotwhereasecondpair-partisconditionallyrelevant,and
thesecondpair-partscanbeseenastype-related(Schegloff,2007:78ff.)totheteacher’squestion,
asa(candidate)answertohisquestion.Inextract5,however,thetroublesourceturnisafirst
pair-part–arequestforconfirmationabouttheworkoftheteacher’swife.Inextract7,too,isthe
troublesourceturnaninitiatingaction,i.e.afirstpair-part,intheformofaformulation(Heritage
&Watson,1979)thatviaaglossprovidesananalysisofthe(gistofthe)priorsequence.Buthere
theproblemseemstobehowtheturnisrelatedtoitssequentialenvironment.
Extract701 Teacher: and André to relax (.) after work 02 (0.4) 03 André: .Hhhh HHuuuuu (1.1) o(I don’t know)o 04 (4.4) 05 André: yes 06 (0.9) 07 André: I work at home 08 (0.3) 09 Teacher: you work at ho[me 10 Camille: [ohh[hh 11 André: [in in my car 12 (0.8) 13 Teacher: with 14 (0.2) 15 André: in my car 16 (0.2) 17 Teacher: oi-o in your ca:[r 18 André: [mm hmm? 19 Camille: double +life Te_gaz: +turns gaze to Camilla 20 (0.8) +#(0.8) ((1.6)) Te_ges: +left hand to left ear fig. #7.1 21 André: #ohuuo fig. #7.2
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22 (0.5) +#(0.2) +#(0.2) ((0.9)) Ca_gaz: +leans forward and gazes into textbook Te_ges: +retracts gesture fig. #7.3 #7.4 23 Sabine: y:es (0.3) +#ohuho huh huh huh hee Ca_gaz: +gazes at André and leans back in the chair fig. #7.5 24 André: mm 25 (0.2) 26 Sabine: .hh[hh 27 Teacher: [he has a double life 28 Sabine: mmm 29 Teacher: why
Figure7.
Heretheclassisdiscussinghowtheyrelaxafterwork,andinlines7to11Andréanswers
whatcanbetakentomeanthatheworksonhiscar.AfterarepairsequenceCamillaself-selectsin
line19.Herturn,doublelife,referstothetitleofasectioninthetextbookthattheclassdiscussed
earlierinthelesson.Thesequentialpositionoftheturn,however,seemstopicallyoutofplace(cf.
Drew,1997).Duringthestudent’sturn,theteacherturnsthegazetowardsher,andafterashort
pauseheproducesacuppinghandgesture(line20),andCamillaleansforwardandgazesintothe
textbookonthetableinfrontofher.Atthispoint,hertextbookisopenonapagewiththetitle‘A
doublelife’.Shetherebyorientstothegestureasarepairinitiation,andthecurrentopenpageof
thetextbookasarelevantsiteoforientationbeforeproducingtherepair.Theteacher’sretraction
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ofthegesturefollowsafterCamilla’sleaningforwardandturningthegazetowardsthetextbookso
hetooorientstothetextbookasarelevantresourcepriortotherepair.Aswehavepreviously
seen,theteacherdoesnotgazetowardsthestudentasthetroublesourceturnisinitiated,butdoes
soasCamillainitiatesthe.
Inextract7,asinalltheanalyzedextractssofar,thegestureoccursintheabsenceoftalk,
andtherepairinitiationdoesthereforenotverballyspecifywhatkindoftrouble,hearingor
understanding,theteacherishaving.Aswehaveseen,however,bothparticipantstreatthe
gestureasahearingproblemandorienttothegestureashighlyconventionalized.Inextract7,the
troublesourceturncomesoutoftheblue,i.e.itssequentialfitisnotmadeexplicit,butitisleftto
theco-participantstoanalyzehowitrelatestothepriorsequence.Inthatsense,thegestural
repairinitiationcouldbedescribedasorientingtoaproblemofunderstandingsimilartothe
‘open’classrepairinitiationsdescribedbyDrew(1997).Theotherstudents,however,donotseem
tohaveaproblemwithunderstandingCamilla’sturn.Onthecontrary,theyrespondtoit:André
throughahearablelaughtertoken(line21)astheteacher’scuppinghandgesturehasreachedits
stroke,andSabinewithaconfirmingyesandlaughter(line23).Thelaughtersequenceseemsto
interrupttherepairsequenceasCamillaleansbackinherchairandturnsthegazetoAndré.At
thispointtheteacherproducesacandidateunderstandingofSabine’sturn(line27),Sabine
confirmshisrequestforconfirmation(line28),andtheteacherasksforanaccount(line29).This
suggeststhatSabine’sturninline19needsmoreworkintheformofanaccountofitsrelationto
thepriorsequence.‘Hearing’seemsheretorefernotonlytotheteacher’slackofgazetowards
Sabineasherturnisinitiated,buttotheteacher’srequestforamoreelaborateturnintheformof
anaccountoftheturn’ssequentialfit,andtherepairinitiation,thecuppinghandgesture,provides
Sabinewithachancetoreviewandrepairherpriorturn,andpossiblychangingtheturndesign
and/orlinguisticformat.
SofarIhavedescribedcasesinwhichthecuppinghandgestureistreatedasarepair
initiationintheabsenceofco-occurringspeech.Itoccursinsituationswherethetheteacherdoes
notgazeatthespeakerduringtheproductionofthetroublesourceturn.’Hearing’,thereforehas
moretodowiththepriorturnanditsproductionwithinanestablishedparticipationframework
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thanwithacousticreception.Asthetroublesourceturnisproducedwithoutsecuringthe
recipiencyoftheaddressedrecipient,therepairinitiationisalsoawaytoratifythepriorspeaker
aslegitimate,andturnthestudent’sturnintoanofficialpartoftheclassroomlessonforthewhole
class(cf.Koole,2007;Markee,2005).Inthenextsection,Iturntocasesinwhichthecuppinghand
gestureco-occurswithspeech.
Thecuppinghandwithco-occurringspeech
Thecuppinghandgesturemaybedescribedasanexampleofwhatgesturestudiesrefertoas
anemblem;[E]mblemshaveastheircharacteristicuseproductionintheabsenceofspeech”
(McNeill,1992:38)althoughspeechis“optional”(ibid.,7).Asdescribedabove,thecuppinghand
gesturefrequentlyoccursintheabsenceofspeechandis,asIhaveshown,systematicallyoriented
toasdealingwithaproblemofdisplayedhearing.However,asthecollectionalsoincludescasesin
whichthecuppinghandco-occurswithspeechitisrelevanttolookatwhathappensinthesecases
andaskthequestionifsuchcasesdifferfromthestand-alonegestureIhavedescribedsofar.
Theturndesignofverbalrepairinitiationsmayindicatethekindoftroubletheparticipantis
having(‘hearing’or‘understanding’).Theymaylocatethetroublesource(e.g.throughwh-
questions)andindicateroughlywhatconstitutesarelevantrepairinthenextturn(e.g.arepeatof
theentireturnorasinglelexicalitem).AboveIhavearguedthatthecuppinghandgestureis
orientedtoasaproblemofhearing,andisroutinelyfollowedbyarepeatofthetroublesource
turn.Itissignificant,however,thatwhenthecuppinghandgestureco-occurswithspeechthe
verbalrepairinitiationspecificallylocatesthetroublesourceandspecifiesthekindofproblemthe
speakerhasasinextract8.
Extract801 Teacher: number ↑four (.) Camilla (>who are you<) 02 (0.4) 03 Camilla: eh:: she is eh:: (8.0) (*grunt*) ( ) (grant) (.) se (0.3) wife 04 (0.3) 05 Teacher: +#who? Te_ges: +left hand to left ear Te_mov: +leans slightly forward and turns the head to the side fig. #8.1
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06 +#(0.7) Ca_gaz: +turns the gaze towards the handout on the table in front of her fig. #8.2 07 Teacher: Hugh Grant, 08 (0.5) 09 Camilla: owifeo 10 (0.6) 11 Teacher: Hugh Grant’s wife
Figure8.
Inextract8theclassispairingphotographsofcelebritieswiththeirrelatives.Inline1,the
teacherselectsCamillatoguesswhothenextpersonmightbe.Herturninline3isinitiatedwith
hesitationtokensanda8.0secondpause,whichindicatesproblemswithproducingtheanswer.
Shethenproducesacandidateanswerinalowvolumeandnon-standardwayandaself-repair.
Afteramicropause,sheaddsfirstthepossessivemarker‘sandafteranotherpausetheheadnoun
wife.Thecandidateansweristhusproducedincrementallywiththepronunciationofthe
possessivenouninanon-normativeway.Aftera0.3secondpausetheteacherinitiatesarepair
throughacuppinghandgesture,leaningslightlyforwardandtiltingtheheadandaverbalrepair
initiation–‘who’.Thebodilyconductseemsalmostexaggeratedinitsform,andthisseemstobe
thecasewheneverthecuppinghandgestureco-occurswithaverbalrepairinitiation(seealso
extracts9and10below).Theverbalrepairinitiationspecificallytargetsthetroublesource.In
combinationwiththecuppinghandtheverbalrepairinitiationcanthusbeseentoindicatethe
lexicalitemthatthe(verbal)repairinitiationisorientingto.
Pedagogicalpromptsareanothertypeofverbalrepairinitiationsthatco-occurwiththe
cuppinghandgesture.Thesearerepairinitiationsthatspecificallyaddressthelinguisticor
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pedagogicalformatofthepriorturnandelicitthestudenttorepairtheformatofthepriorturn.In
thissense,theyspecificallydonotorienttothepriorturnasaproblemofhearing,butindicatea
problemwiththeforminthepriorturnandindicatearelevantwaytoproducetherepairturn.
Thisistypicallydonebyrepeatingapartofthestudent’spriorturnandleavingthetroublesource
itselftobecompletedbythestudentwhatKoshik(2002)referstoadesignedlyincomplete
utterance.Inextract9thetroublesourceisproducedinalanguageotherthanthelanguageof
instruction.
Extract901 Sabine: ehh little girl? 02 (1.0) 03 Sabine: <of> five years 04 (.) 05 Teacher: five years old 06 (0.2) 07 Sabine: ye[s 08 Teacher: [ookayo 09 (1.0) 10 Sabine: ma::: mon parente are reti+#ré Te_ges: +raises left hand fig. #9.1 11 (0.2) 12 Teacher: +#my:: Te_ges: +left hand reaches left ear fig. #9.2 13 (0.3) 14 Sabine: parents 15 (0.2) 16 Sabine: pare[nts 17 Teacher: [+#<pa::rents> Te_ges: +left hand turns into an OK gesture fig. #9.3 18 Sabine: oparentso (.) are retir+ed Te_ges: +retracts gesture
Figure9.
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Heretheclassistalkingabouttheirfamilymembersaspartofameaning-and-fluency
activity.Inline10,Sabinecode-switchestoFrench4,whichelicitsarepairinitiationbytheteacher:
asthestudentapproachesapossiblecompletionoftheturn,heraiseshislefthandandperformsa
cuppinghandgesture.Thegestureisaccompaniedbyaslightheadturnandafacialmimicandthe
closingoftheeyes(fig.2).Asthehandreachesitsstrokeheproducesaverbalrepairinitiation–a
‘translation’ofthefirstlexicalitemofthetroublesourceturninaprosodicallymarkedway.The
repairinitiationthuspromptsthestudenttorepairthepriorturninthelanguageofinstructionby
continuingtheteacher’sturn-beginning.Shecontinuestheturnbyproducingthenextlexicalitem,
butagaininadistinctFrenchpronunciation.Thisisfollowedbyaself-repair(line16)andan
other-initiatedrepairbytheteacher(line17)thatlocatesthephoneticallyproblematicitem,the
lengtheningoftheinitial[a]bystretchingitandchangingthegestureintoaprecisiongrip(seefig.
9.3)(Lempert,2011;seealsoStreeck,2009:45).5Sabinerepeatsthetroublesource,‘parents’,and
continuestheturnandbringsittoapossiblecompletion.
Inthelastextract,theclassispracticingtheconjugationofadjectivesandtheirpronunciation
intheformofaroundrobin(Mortensen&Hazel,2011),2011)inwhichstudents,oneafterthe
other,providethesuperlativeformofalistofadjectivesthatareprojectedontheboard.
Extract1001 Oliver: most bu- beautiful 02 Teacher: yeah 03 (0.6) 04 Catrin: worst 05 Teacher: worst yeah the worst 06 Catrin: worst 07 Teacher: good 08 (0.8) 09 Danielle: best 10 Teacher: okay 11 (0.2)
4AlthoughthepronounisneitherinEnglishnorFrench(wouldbe‘mes’),‘parents’isclearlyproduced‘inFrench’,whichalsoseemstobethetargetoftheteacher’srepairinitiationinline12.5Thegestureissimilartothe’OKgesture’,butwiththeindexfingerslightlymoretowardstherootofthethumb.
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12 Heike: riches 13 +#(0.7) Te_mov: +mouths [i] Te_ges: +raises both hands to the ears Te_mov: +takes a step forward towards Heike fig. #10.1 14 Heike: #eh <#3↑riches> fig. #10.2 #10.3 15 Teacher: >ri- ri-< richest 16 Heike: +rich Te_ges: +retracts gesture 17 (0.4) 18 Teacher: chest 19 Heike: rich(est)
Figure10.
Inline12,Heikeproducesthenextwordonthelistinthepedagogicallyrelevant
grammaticalform.Theteacherdoesnotproduceanevaluationinthenextturnasseemstobethe
waythisactivityisorganized(seelines2and10)(cf.Seedhouse,1997).Insteadheraisesboth
handstohisearsandtakesasmallstepforwardswhilehemouthsan[i](seefig.10.2and10.3),
andtherebyindexesthepronunciationofthepriorturnasproblematicandlocatesthefirstvowel
asthesourceoftherepairinitiation.Inline14,Heikerepairsherpriorturnandchangesthe
pronunciationofthepriorturnbystressingthefirstsyllable.Inthisway,thecuppinghandgesture
inextracts9-11co-occurswithaverbal(ormouthed)repairinitiation,whichspecificallymarks
thetroublesourceasalinguistic/pedagogicalproblem.Theco-occurringverbalrepairinitiationis
usedtolocatethetroublesourcetherebymakingitnotageneralproblemofhearing,butratherto
specifyanddisambiguatethekindoftroubletheteacherisorientingto,andwhatisrequiredasa
relevantrepairinthenextturn.
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Conclusion
InthispaperIhavedescribedhowparticipantsorienttoacuppinghandgestureina
transitionrelevantpositionasanother-initiationofrepair.Theyaregenerallyproducedinthe
absenceofco-occurringspeech,andarefollowedbyarepeatofthetroublesourceturn.The
gesturalrepairinitiationisunderstoodasaproblemofhearing.Ihaveshownhowhearingdoes
notrefertotheacousticreceptionofthepriorturn-at-talk,buttothespeaker’sdisplayed
engagementwiththespeakerofthetroublesourceturn,i.e.duringthetroublesourceturntheco-
participant(theteacher)doesnotgazeatthespeaker.Inthisway,thepaperaddstoadescription
ofhowwhatistypicallydescribedashearingproblemsmaybeembeddedwithinparticipants’
displayedposturalorientationtowardsco-participantsduringtheunfoldingofspecificcoursesof
action.Finally,Ihavedescribedcasesinwhichthecuppinghandgestureco-occurswithspeechthe
verbalrepairinitiationspecificallylocatesthetroublesourceandindexesthekindoftroubleis
beingalludedto.
Ithasbeenarguedthatbodilyconductaloneisnot–oratleast,hasnotyetbeenshowntobe
–organizedinthesamewayasspeech,andindeedthat“nonverbalconductissubordinateto
verbalconductwithwhichitisintermeshed”(Drew,2005:78).Forinstance,Schegloff(2007),in
hisdescriptionofthesequenceorganizationoftalk-in-interactionnotesthatthereis“noreliable
empiricalbasisfortreatingphysicallyrealizedactionasbeinginprincipleorganizedinadjacency
pairterms”(p.11).Thisclaimhasnotbeenleftunchallenged,andrecentstudieshaveshownhow
bodilyconductcanbe,andindeedoftenistreatedbyparticipantsasperformingbothfirst(Seo&
Koshik,2010)andsecondpair-parts(Arminen,Koskela,&Palukka,2014;DeStefani&Gazin,
2014;Rauniomaa&Keisanen,2012).Thispapercontributestothisdiscussionbyshowinghowthe
participantsthemselvesorienttoastand-alonegestureasinitiatingrepairofthepriorturn-at-talk.
Takinganemicperspective,thepaperdocumentshowparticipantsrelyonbodilyconductasa
systematicwayofperformingrelevantsocialactionsinandofitselfinaspecificsequential
environment,andhowparticipantscreativelyuseandmakesenseofvariousresourcesfrom
whichtofashiontheiractionsassequentiallyimplicativetotheongoingcoursesofaction.
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30
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