Pragmatics and Society - Volume 8, Issue 2, 2017

In English the organization of talk into turns is routinely accomplished through a complex system of implicit, non-lexical cues. However, explicit verbalizations, such as “I haven’t finished” or “Can I say something?” do exist. This paper investigates instances in which participants employ meta formulations to structure their interaction. It describes their forms, sequential locations and interactional relevance. Speakers are found to make meta references to turn beginnings, both their own and those of others; and turn completions, typically by others. Meta turn-taking actions are used as a last resort, after other, implicit turn-taking strategies have failed; as a strategy to secure turn space; as a way of eliciting specific next actions; as a practice for initiating repair; and as a more general strategy for committing to a specific course of action.

One of the ways in which we can get someone to do something for us is through hinting. However, studies that have attempted to systematically examine requestive hints have faced difficulties in identifying hints as they are designed, by definition, to be ambiguous with respect to the intentions of that speaker. An alternative to this kind of circularity is to shift the analytical lens away from putative speaker intentions as the starting point of analysis. In this paper it is suggested that a properly pragmatic account of prompted offers requires systematic analysis of the situational conditions which afford the participants’ understanding of them as prompted, along with an appreciation of the three-part sequential architecture that is immanent to prompting offer sequences. It is concluded that pragmatic act theory has an important contribution to make to ongoing efforts to better understand fundamental processes of social action formation and ascription.

In theorizing face as relational and interactional, Arundale (2010) argues that face encompasses a dialectic of relational connection and separation, which is culture-general, but can be voiced differently in different cultures. This paper examines how Arundale’s Face Constituting Theory (FCT) relates to the culture-specific emic understanding of face in Persian culture in talk in dissertation defense sessions. The data are two argumentative excerpts of natural interaction from a corpus of 12 PhD defense sessions in Iran. It is first argued that relational connection and separation is voiced as bonding and differentiation. Second, it is shown how the Persian emic concept of aberu can be accommodated in FCT. The analyses, grounded in CA and FCT, show how the dialectic of bonding and differentiation is interactionally achieved in the practices of aberu.

The present study sets out to investigate the role of ‘culture’ as one of the many important factors that influence the evaluation of (im)politeness in Persian from a Cultural Linguistics perspective. The paper argues that Cultural Linguistics, and in particular the notion of cultural schema, has the potential to offer a robust analytical framework for the exploration of (im)polite use of language. We elaborate on this proposal by presenting examples of data from Persian in which speakers interpret impolite behaviour in light of a number of Persian cultural schemas. The study also offers a novel three-layered approach for the analysis of (im)politeness data that combines metadiscourse analysis with the ethnography of cultural conceptualisations, while highlighting the importance of the notion of ‘heterogeneous distribution’ of cultural conceptualisations, a pivotal theoretical concept in Cultural Linguistics which accounts for the variations in speakers’ evaluation of (im)politeness.

This paper uses conversation analysis to describe the sequence in which participants in ordinary conversations are sidetracked from the current topic to engage in the repair of a word and display their orientation to asymmetrical linguistic knowledge between them. The participants frame themselves as being in a more knowledgeable and a less knowledgeable position, and this asymmetry provides an opportunity for learning. The analysis of audio recordings of 12 naturally occurring conversations between first and second language users of English reveals that such side-sequenced vocabulary lessons are initiated using at least three methods: partial questioning repeats, explicitly asking the meaning of the word that was just used, and other-directed word searches. The study captures moments in which participants’ language expert and novice identities temporarily become relevant. It also demonstrates how participants alter their relative epistemic positions with each other and redefine the asymmetrical relationships moment by moment in interaction.

The aim of this paper is to explore the metaphoric imprint the global financial crisis has left on the discourse of parliamentary budget debates, which are at the intersection of political and economic discourse, as well as the imprint the MPs have tried to leave on the electorate by carefully selecting metaphors to hide agency, disclaim responsibility and project themselves as saviours. We focus both on conceptual and linguistic metaphors, trying, simultaneously, to account for how the metaphors are developed in the debate. The corpus comprises two budget debates held at the time the financial crisis was in full swing (conducted in the Parliament of Montenegro and the UK House of Commons). The recurrent conceptual metaphors related to the economic crisis were analysed for the two parts of the corpus respectively – the results were compared and similarities were observed in terms of the metaphors used and the discourse strategies behind their selection.