Download (23MB) - University of Salford Institutional Repository
Download (23MB) - University of Salford Institutional Repository Download (23MB) - University of Salford Institutional Repository
uniquerness, specifically by knowing personally the victim of a serial killer. Both RP&EP and JL attempt to make and have supported such claims on the basis of having some unique relationship with the victim. However, the negative alignment required to ratify these indivuated claims is problematic, as what is being claimed as uniqueness turns out to be a more communal experience. Rather than have these claims ratified and aligned to in a way that signals there uniqueness and allows that particular claimant to continue along a more indivuated trajectoy, both sets of particpants effectively repeatedly proffer without suitable reciprocal alignment. However, again, the particpants manage to travesrese this piotentialy disequilibric moment in a sociable way, by expressing simultaneously adding their own nuances on a common theme. Both these examples demonstrate then how the proferring of individuated claims aligned to in a manner that does not fully ratify or support. Of course, such not ratificatory aligfnments can also be evidenced by the considering German sociable conversation. In German sociable conversation, non-ratification of negative claims also occurs. Due to the German predilection for individuated standpoints though, this is less frequent in objective discussion sequences as by definition, individuated standpoints are required to make such talk happen and are therefore normatively supported. As, for instance, was evidenced in the English-German comparative literature reviewed in Chapter 2, during argumentation sequences, if a German speaker suddenly agrees with a proposition, the speaker who is conceded to (i. e. positively aligned to) may well feel somewhat bemused or even offended (see Kotthoff 1991). In short, when a negative claim is made in German sociable conversation, co-participants are brought under some conversational obligation to support this by negatively aligning to it, as are the recipients of negative narrative claims in English conversation. Instances of non-ratification of an attempt to initiate negative alignment do however occur. The following excerpt provides some evidence of this. l7n
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Excerpt 6.11 'Driving in England' The immediately preceding discussion has been about driving in other cultures. There has been some debate about how easy or difficult this is with varying opinions being proffered. KH turns to EP (whom has been silent to tat point and whom KH knows does have driving licence and lives in England). KH: >Die Elke fährt doch aber auch=wie bist denn Du damit fertiggeworden ( (1.5) EP: Ich bin nur einmal gefahren und dann nie wieder (0.5) KH: Tatsächlich=Ist das so schwierig EP: Nö=aber ich hab keine Lust (2) SH: Ach sie fängt dann schon (1 IB: «LOUD COUGH» KH: Fährst dann noch nichtmal=ne (0.5) EP: Nö: (1.5) >Ich fahre mit=dem Bus< (2) KH: Wegen des Linksverkehrs jetzt (. ) oder weshalb= EP: =NEI::: N=Ich habe einfach keine Lust mit dem Auto [zu fahren KH: [Ach so Excerpt 6.11 Translation 'Driving in England' KH: >But Elke drives as well=how did you cope with that EP: I've only driven once and not again (0.5) KH: Really--is that so difficult 0 EP: No=I just don't feel like it (2) SH: Oh she already begins IB: [((LOUD COUGH)) KH: So you don't even ddve=do you (0.5) EP: No: (1.5) >1 take the bus< (2) KH: Because of the left-hand drive (. ) or what= EP: =NO::: =l just don't feel like [driving KH: [Oh right What happens in this piece of talk is that KH makes repeated attempts to examine EP's reasons or rational for not driving in England, and attempts to initiate some objective discussion which can be assessed for its pros and cons. 171
- Page 129 and 130: presented here provides a necessary
- Page 131 and 132: two chapters (Chapters 6 and 7). He
- Page 133 and 134: Hand shakes for example were infreq
- Page 135 and 136: eing invariably solidaric in nature
- Page 137 and 138: claimed on the part of the particip
- Page 139 and 140: Table 5.1 Sociable Topics Topic Cat
- Page 141 and 142: in my observations of German sociab
- Page 143 and 144: collective past peppered with indiv
- Page 145 and 146: In the next chapter I want to explo
- Page 147 and 148: CHAPTER 6 ALIGNMENT IN ACTION: NEGA
- Page 149 and 150: shall not be carried forward into t
- Page 151 and 152: These various symbols are intended
- Page 153 and 154: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
- Page 155 and 156: 1 2 3 4 5 6 7 8 9 10 11 Rather than
- Page 157 and 158: 19 EP: ' [Although I mean that [now
- Page 159 and 160: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
- Page 161 and 162: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
- Page 163 and 164: detrimental effects foreigners are
- Page 165 and 166: 41 42 43 44 45 46 47 48 49 50 51 52
- Page 167 and 168: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
- Page 169 and 170: 28 HB: but at the end of the day >1
- Page 171 and 172: approach, I hope to further illumin
- Page 173 and 174: 37 KJ: I never had any day to day (
- Page 175 and 176: 2 bevor (. ) die Schlange nicht zeh
- Page 177 and 178: ot non-ratifi cation and non-suppor
- Page 179: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
- Page 183 and 184: What happens in this particular exc
- Page 185 and 186: To reiterate, positive threshold br
- Page 187 and 188: 41 LIP: [IN FACT THERE WAs quite a
- Page 189 and 190: What happens here is that KIP proff
- Page 191 and 192: 17 KH: the road (1) >and if he want
- Page 193 and 194: 1 2 3 4 5 6 which a new set of indi
- Page 195 and 196: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
- Page 197 and 198: and English differences in conversa
- Page 199 and 200: Notes to Chapter 6 1 The only insta
- Page 201 and 202: study is a sociological one, and it
- Page 203 and 204: performer, a player, an image, a fi
- Page 205 and 206: English cultures respectively. In a
- Page 207 and 208: I will shortly illustrate how each
- Page 209 and 210: 18 KJ: [(Graphic drawin)= 19 LM: =O
- Page 211 and 212: The in-the-know self is a second sy
- Page 213 and 214: documentaries to having witnessed r
- Page 215 and 216: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 is
- Page 217 and 218: Excerpt 7.6'Up a Hill' The sociable
- Page 219 and 220: RP&EP's mobilisation of an in-the-k
- Page 221 and 222: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
- Page 223 and 224: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
- Page 225 and 226: Excerpt 7.10 Was muss Mann machen?
- Page 227 and 228: Often, knowledgeable selves are ali
- Page 229 and 230: 7.4 Positive Selves I suggested ear
1<br />
2<br />
3<br />
4<br />
5<br />
6<br />
7<br />
8<br />
9<br />
10<br />
11<br />
12<br />
13<br />
14<br />
15<br />
16<br />
17<br />
18<br />
19<br />
1<br />
2<br />
3<br />
4<br />
5<br />
6<br />
7<br />
8<br />
9<br />
10<br />
11<br />
12<br />
13<br />
14<br />
15<br />
16<br />
17<br />
18<br />
Excerpt 6.11 'Driving in England'<br />
The immediately preceding discussion has been about driving in other cultures.<br />
There has been some debate about how easy or difficult this is with varying<br />
opinions being pr<strong>of</strong>fered. KH turns to EP (whom has been silent to tat point and<br />
whom KH knows does have driving licence and lives in England).<br />
KH: >Die Elke fährt doch aber auch=wie bist denn Du damit fertiggeworden (<br />
(1.5)<br />
EP: Ich bin nur einmal gefahren und dann nie wieder<br />
(0.5)<br />
KH: Tatsächlich=Ist das so schwierig<br />
EP: Nö=aber ich hab keine Lust<br />
(2)<br />
SH: Ach sie fängt dann schon (1<br />
IB: «LOUD COUGH»<br />
KH: Fährst dann noch nichtmal=ne<br />
(0.5)<br />
EP: Nö: (1.5) >Ich fahre mit=dem Bus<<br />
(2)<br />
KH: Wegen des Linksverkehrs jetzt (. ) oder weshalb=<br />
EP: =NEI::: N=Ich habe einfach keine Lust mit dem Auto [zu fahren<br />
KH: [Ach so<br />
Excerpt 6.11 Translation 'Driving in England'<br />
KH: >But Elke drives as well=how did you cope with that<br />
EP: I've only driven once and not again<br />
(0.5)<br />
KH: Really--is that so difficult<br />
0<br />
EP: No=I just don't feel like it<br />
(2)<br />
SH: Oh she already begins<br />
IB: [((LOUD COUGH))<br />
KH: So you don't even ddve=do you<br />
(0.5)<br />
EP: No: (1.5) >1 take the bus<<br />
(2)<br />
KH: Because <strong>of</strong> the left-hand drive (. ) or what=<br />
EP: =NO::: =l just don't feel like [driving<br />
KH: [Oh right<br />
What happens in this piece <strong>of</strong> talk is that KH makes repeated attempts to<br />
examine EP's reasons or rational for not driving in England, and attempts to<br />
initiate some objective discussion which can be assessed for its pros and cons.<br />
171