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CHAPTER<br />

7<br />

GERMAN AND ENGLISH SOCIABLE SELVES<br />

7.0 Introduction<br />

In the previous chapter I attempted to do two things. First I aimed to<br />

demonstrate how the alignment model presented in Chapter 3 could be applied<br />

to naturally occurring ongoing conversational data. Second, I attempted to draw<br />

out some <strong>of</strong> the salient differences between English and German sociable<br />

conversation in terms <strong>of</strong> its general alignment features. Throughout the<br />

discussion I employed the term 'claim' to refer to conversational stances taken<br />

up by participants in various sociable episodes in each milieu. Both sets <strong>of</strong><br />

participants were shown to make what I argued were positive and negative<br />

conversational claims in the conversational achievement sociable interaction. It<br />

was argued that such claims commonly received ratification and support from<br />

co-participants in each culture in and through the alignments they could be seen<br />

to have taken vis-6-vis such claims. The question <strong>of</strong> alignment was then<br />

extended to illustrate the various conversational contingencies provided for in<br />

the model presented in Chapter 3. Thus, alongside equilibric ratification and<br />

support <strong>of</strong> conversational claims (what I have argued throughout is the working<br />

conversational norm in sociable gatherings) instances <strong>of</strong> non-ratification and<br />

non-support <strong>of</strong> positive and negative clams were briefly touched on, as well as<br />

what I identified as actual disequilibric claims and alignments and the<br />

subsequent repair and remedial work done by co-participants in talk..<br />

I now want to focus more specifically a concept introduced in Chapter 3-<br />

one that will allow us to move from a linguistic reading on alignment practices to<br />

a more sociological one - namely, the concept <strong>of</strong> the 'self.<br />

As I noted in Chapters 3 and 5, my disciplinary grounding for this 190

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