Checking recognition: do you remember and do you know in talk-in-interaction

You, Hie-Jung

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https://hdl.handle.net/2142/73038 Copy

Description

Title

Checking recognition: do you remember and do you know in talk-in-interaction

Author(s)

You, Hie-Jung

Issue Date

2015-01-21

Director of Research (if dissertation) or Advisor (if thesis)

Golato, Andrea

Doctoral Committee Chair(s)

Markee, Numa

Committee Member(s)

• Golato, Andrea
• Hayashi, Makoto
• Koshik, Irene

Department of Study

Linguistics

Discipline

Linguistics

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Recognition Checks in Interaction
• Knowledge
• Memory
• English
• German

Abstract

This dissertation examines how speakers check recognition of knowledge and memory they presume to be shared by their co-participants. In this conversation analytic study, I analyze recognition checks with (do you) remember (Chapter 3), (do) you know (Chapter 4) in American English and German everyday conversation, and in English classroom interaction, specifically, in teacher talk (Chapter 5). Independent of their sequential position or their position within a turn, do you remember and do you know in both English and German are expansions of talk that help to structure sequences and turns to avoid problems of intersubjectivity (Auer, 1984; Schegloff et al., 1977) and to establish common ground among participants. Chapter 1 introduces the topic of this study. Chapter 2 reviews the notions reference, knowledge and memory and describes the major characteristics of spoken German and teacher talk. Chapter 3 investigates English and German do you remember recognition checks in everyday conversation. I show how speakers back up their claims or (counter-)challenge their coparticipant with do you remember using memory that is assumed to be in the knowledge domain of the recipient (Antaki & Leudar, 1990; Golato, 2012). Chapter 4 explores English and German do you know constructions in everyday interaction. For both English and German do you know constructions, speakers initiate topic shifts and pursue a response after no or insufficient uptake from the participants (Bolden et al., 2012). Chapter 5 examines do you remember and do you know as employed in teacher talk. While do you remember organizes classroom talk by giving step-by-step information or connecting old with new information, do you know either self-repairs teacher talk by reformulating or making a previous teacher question more specific. Chapter 6 summarizes the major findings of this dissertation focusing on a comparison of the two constructions under investigation. It also discusses the limitations of this study and the avenues of future research. This dissertation addresses issues relevant to the field of conversation analysis, pedagogy, second language acquisition research, linguistics, cognitive science and sociology.

Graduation Semester

2014-12

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http://hdl.handle.net/2142/73038

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Copyright 2014 Hie-Jung You

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