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The Language Consultation Centre (LCC) of the Czech Language Institute has been offering telephone consultations for almost eighty years. During that time papers about the content of queries were published fairly regularly, but the interaction between callers and LCC employees was mostly disregarded (with a few recent exceptions). Therefore, this paper presents an analysis of the ways that the callers formulate their queries. For this purpose, I examined 102 language queries from 63 recordings of authentic phone calls to the LCC using the methodology of conversation analysis. In the queries I identified recurring components and divided them into seven categories based on their functions: thematizing knowledge deficit, defining the topic of the query, supporting or rejecting the solution, disclaiming authorship (of a "problematic" language form), justifying the query, providing additional information, and signalling transition to the next part of the utterance. This categorization proved that language queries are complex utterances that reflect the norms of the genre of telephone language consulting. In other words, the inquirers are well aware of what information they can present and how, and what they can expect from LCC employees in return. [ABSTRACT FROM AUTHOR]

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This paper deals with indicators of argumentation in spoken language interaction, i.e. it investigates linguistic and other means used to design an utterance to be recognized by recipients as having an argumentative function. The paper combines elements of the theory of argumentation and conversation analysis, and it is based on data from Czech news interviews with two interviewees. In particular, the study focuses on the linguistic form of argumentation, its sequential position in interaction and its propositional content. The analysis reveals that the sequential position of argumentation (interactional context) is a factor more important for its identification than the linguistic form, but that the most important factor is represented by its propositional content, i.e. argumentation is predominantly content-defined. [ABSTRACT FROM AUTHOR]

Most studies of iconicity have used decontextualised speech to test whether particular prosodic parameters are hearable as conveying particular types of message. Research into how iconicity functions in conversational data is lacking, partly because those working on conversation have been concerned to explore the social and structural underpinnings of prosody in conversation, while those working on iconicity have tended to do so in using experimental frameworks. In this paper, we review claims about iconicity in literature from phonology and pragmatics, and evaluate these claims through the lens of findings from the study of talk-in-interaction. We will show that many of the claimed functions of iconicity are handled differently in spoken interaction than is assumed in the literature; and that iconicity only provides weak explanations of many attested [form : meaning] mappings in conversation. [ABSTRACT FROM AUTHOR]

The article is focused on possibilities in using discourse and conversation analyses in psychotherapy and counseling research. First part is concerned on introduction of both research traditions and their similarities as well as differences. Second part of the paper consists of examples of realises studies focused on 1. formulations (therapists ´ utterances connected to clients´ reactions) in psychotherapy and counseling, 2. discursive pursuing of therapist's agenda (therapists´goals and plans for therapy), 3. change process research and 4. broader discourse perspectives in psychotherapy and counseling. Some limitations and possible directions for future development of conversation and discourse analyses in psychotherapy and counseling research are pointed out as well. [ABSTRACT FROM AUTHOR]

This article compares five Czech- and English-language manuals and resources for the transcription of spoken interactions for research based in conversation analysis (CA). The presented method of transcription can also be used in sociolinguistics, pragmatics and for research in Language Management Theory or language communities. The following materials were selected for comparison: the DIALOG corpus manual (Kaderka -- Svobodová, 2006), the book Transcribing Talk and Interaction by Christopher J. Jenks (2011), a chapter from the book Doing Conversation Analysis by Paul ten Have (2006/1999) and two online modules by Emanuel A. Schegloff and Charles Antaki. The main purpose of this article is to familiarize readers with the selected publications and present them in an order appropriate for the gradual acquisition of transcription skills. Another aim is to create an overview of all particularities concerning transcription, so that mainly beginning researchers can acquire a complete image of the transcription process. The analysis of the selected materials focuses on current of the topics important for transcription: the theoretical background of a transcription, what can be captured in a transcription, the purpose of a transcription, the overall formatting of a transcription including the anonymization of data, transcription symbols. Furthermore, the paper touches upon additional aspects of transcription included in the materials: transcription software, the visual dimension of the data and the translation of the transcript. [ABSTRACT FROM AUTHOR]

The paper gives an overview of current developments in discourse analysis, including its most prominent trends, protagonists, theories, and concepts. The paper emphasizes diversity of approaches to discourse analysis and gives specific examples of their application to research in health psychology, feminist psychology, and counselling and psychotherapy. In this way, the paper aims to document the relevance of discourse analysis for psychological research and, by implication, for psychological theory and practice. The debate includes Potter's and Wetherell's approach to discourse analysis, rhetorical psychology, discursive psychology, conversation analysis, poststructural discourse analysis and critical discursive psychology. [ABSTRACT FROM AUTHOR]

It has been over ten years since the key competences were introduced into the Czech curricula; however, there are still lots of teachers who do not fully understand how to implement these competences in their teaching and instruction. This paper focuses on one of them: the problem-solving competence. In our previous research, we found that a well-designed assignment of a problem-oriented task does not guarantee developing of problem-solving competence. From our research, a need to focus on the execution of the problem-oriented task as such has emerged. The presented study aims to describe the interaction between the teacher and pupils while solving the problem-oriented situation developed around the problem-oriented task. I used the method of a conversation analysis of 15 problem-oriented situations selected from 10 primary science lessons, collected in 2010/2011 in five classes (in two subsequent lessons). My analysis shows that interactions in problem-oriented instruction have overall looser character of institutional rules; the teachers´ role is rather inhibited as they let the pupils come up with their solutions more independently, intervening in the process only if necessary – e.g. to narrow down the problem space or to help by bringing an analogy from a different context. However, the teachers never provide explicit prompts leading to direct solution of the task nor reveal the correct solution. There are also differences in the way they provide feedback and rapport during the problem-oriented situations. For instance, when the teachers ask for an explanation or justification, they elicit a specification or providing other possible solutions instead of correcting the students. In conclusion, I discuss the connection between the explored interactions and scaffolding, limitations of my research and the potentials of follow-up research to understand in more depth how to support the development of pupils problem-solving competence.

The present study addresses the phenomenon of code-switching in English as a foreign language (EFL) classrooms. Theoretically and methodologically, the study builds on Auer's sequential approach to code-switching, which employs ethnomethodological conversation analysis and views instances of code-switching as potential contextualization cues. The aim of the presented analysis was to uncover how the teachers and pupils used code-switching as a contextualization cue in frontal teaching. The data comprised 13 video-recordings of EFL classes in grades 6-9 conducted in Czech schools. The participants were 13 expert teachers and their pupils (aged 11-15 years). The analysis shows that the participants used code-switching (1) to engage in asides, (2) to conduct repair work and (3) to check understanding and emphasize what was said. The outcomes reveal some aspects of expert performance in teaching English as a foreign language. [ABSTRACT FROM AUTHOR]

This article presents the findings of a study on the prosodic aspects of reported speech in informal conversations. The majority of the material was recorded by speakers themselves in the hope that this would eliminate the Observer's Paradox. First, instances of reported speech were chosen and then prosodic differences between these instances and ambient speech were identified. The voice qualities used by the speakers to index different affective states and personal qualities of others were further examined, and an auditive as well as an instrumental analysis of the speech signal was performed. The findings suggest that the use of specific prosodic devices is not an individual matter but rather a conventionalized one. Changes in F0 level and level of intensity are the most frequent prosodic aspects. Strong rhythmicity of reported speech occurrences is also quite frequent. Prosodic features function mainly on the principle of contrast (i.e. in direct relation to non-reported speech) and are used in a complex manner. The same bundles of voice qualities are used by different speakers to construct almost stereotypical images of concrete personas. [ABSTRACT FROM AUTHOR]