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The body as a resource for other-initiation of repair

cupping the hand behind the ear

Mortensen, Kristian

Published in:Research on Language and Social Interaction

DOI:10.1080/08351813.2016.1126450

Publication date:2016

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Citation for pulished version (APA):Mortensen, K. (2016). The body as a resource for other-initiation of repair: cupping the hand behind the ear.Research on Language and Social Interaction, 49(1), 34-57. DOI: 10.1080/08351813.2016.1126450

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Download date: 06. jul.. 2018

https://doi.org/10.1080/08351813.2016.1126450

Thebodyasaresourceforother-initiationofrepair:

Cuppingthehandbehindtheear

KristianMortensenDepartmentofDesignandCommunication

UniversityofSouthernDenmark

Universitetsparken16000KoldingDenmark

[email protected]

Postprintversion

“TheVersionofRecordofthismanuscripthasbeenpublishedandisavailableinResearchonLanguageandSocialInteraction,49(1),34-57,publishedonlineonMarch2nd2016,

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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


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))


16

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


17

(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


18

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


19

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


20

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


21

&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


22

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


23

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


24

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


25

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


26

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.


27

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.


28

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.


29

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.


30

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