The transcription system for Conversation Analysis (CA) was originally developed by Gail Jefferson, one of the founders of CA, in the 1960s. Jefferson’s transcription conventions aim to represent on paper what had been captured in field audio recordings in ways that would preserve and bring to light the interactionally relevant elements of the recorded talk. Conversation analytic research has demonstrated that various features of the delivery of talk and other bodily conduct are basic to how interlocutors carry out social actions in interaction with others. Without the CA transcription system it is impossible to identify these features, as it represents talk and other conduct in ways that capture the rich subtlety of their delivery. Jefferson’s system of conventions evolved side by side with, and was informed by the results of, interaction analysis, which has shown there are many significant aspects of talk that interactants treat as relevant but that are entirely missed in simple orthographic representation. Conversation analysts’ insistence on capturing not only what is said but also details of how something is said, including interactants’ visible behaviors, is based on the assumption that “no order of detail in interaction can be dismissed a priori as disorderly, accidental, or irrelevant” (according to John Heritage in 1984). Conversation analytic transcripts need to be detailed enough to facilitate the analyst’s quest to discover and describe orderly practices of social action in interaction.
Galina B. Bolden and Alexa Hepburn
Conversation analytic research on “preference organization” investigates recorded episodes of naturally occurring social interaction to elucidate how people systematically design their actions to either promote or undermine social solidarity. This line of work examines public forms of conduct that are highly generalized and institutionalized, not the private desires or preferences of individuals. For each action a person does in interaction—be it sequence-initiating or sequence-responding—there are alternative ways of doing it. These alternatives are not, however, symmetrical or equally valued. Rather, each alternative has different implications for “face,” “affiliation,” and the relationship of the participants involved. As an example of a sequence-initiating action, in accomplishing the transfer of something of value (e.g., a loan of money, a ride, information about fellow participants) from one person to another, a participant may do the action of offering, or requesting, that valued item. But the interactants do not treat these offering or requesting alternatives as equivalent. Several studies demonstrate that the social action of offering is “preferred” over the action of requesting. Participants display their orientation to actions as “preferred” by producing them straightforwardly—without delay, qualification, or account. Correlatively, participants treat actions as “dispreferred” by withholding, delaying, qualifying, and/or accounting for them. More specifically, when opening face-to-face encounters, participants treat offers of information as valued and thus “preferred” over requests for that information, because such offers engender solidarity by enabling people to feel included (rather than excluded): Offers of information identifying unfamiliar persons are preferred during introduction sequences; and when a newcomer arrives to an already-in-progress interaction, an already-present speaker’s offer of information about the previous activity/topic of that interaction is preferred. As an example of a sequence-responding action, after a participant issues a request, the addressed-recipient can grant, or refuse, that request. Again, participants do not treat these alternative response types as equally valued. Whereas participants recurrently do the action of granting in the preferred format—as this response is usually affiliative and supportive of social solidarity, they tend to do the action of refusing in the dispreferred format, as this response is most often disaffiliative and destructive of social solidarity. Preference organization research illuminates how interaction works in both casual and institutional settings. For an example of the latter, during parent-teacher conferences, there is a marked contrast between how parents and teachers do the actions of praising and criticizing students: Whereas teachers design their student-praising utterances in the preferred format, parents treat their articulation of student praise as dispreferred. Correspondingly, whereas teachers treat their student-criticizing utterances as dispreferred, parents routinely produce their student criticisms as preferred. This regular pattern of parent-teacher interaction constitutes an endogenous method for circumventing conflict. Research on preference organization thus empirically demonstrates that human interaction is organized to promote social affiliation at the expense of conflict.
Abigail R. Corrington, Mikki Hebl, and Jo-Ann Tsang
A growing number of studies are utilizing different sorts of behavioral indicators as measures of prejudice and discrimination. Although there are few foolproof behavioral indicators of discrimination (cf. verbal articulations of overt discrimination), patterns of behaviors can often be reliable indicators of discrimination. There are three sets of behavioral indicators. First, there are verbal behaviors such as overt insults or the use of pejorative words to describe stigmatized individuals. Such verbal statements, particularly when overt, make attributions of perceiver prejudice very straightforward. Such exchanges appear to be on the rise and are particularly worthy of study following the apparent 2016 “whitelash” and resistance to acting in ways deemed to be “politically correct.” Other forms of verbal behaviors involve more indirect expressions of prejudice, such as ambiguous comments and subjective references. Second, there are paraverbal behaviors that may index discrimination. For instance, individuals’ tone and pacing of speech may intentionally or unintentionally signal their disapproval or dislike of a stigmatized target. These behaviors are less commonly studied by social scientists but provide indicators about an individual’s intentions toward a stigmatized target. Third and finally, there are both nonverbal microbehaviors (e.g., gestures, eye contact) and macrobehaviors (e.g., avoidance, helping behavior). Behavioral measures—both classic and more state-of-the-art—that might serve as indicators of discrimination have been identified in recent research, and researchers should continue to learn more about them and use them.
Chase Wesley Raymond
The adjacency pair is the most basic and normatively accountable sequential structure in interaction. This structure can be expanded through pre-sequences, insert-sequences, and post-expansions, which can be seen to be relevantly oriented to by interactants themselves. Various forces drive this normative organization, including issues related to epistemics, intersubjectivity, progressivity, and affiliation. Larger structures—for example, sequences of sequences, overall structural organization, and storytelling—also exist in interaction but are nonetheless composed of smaller units of talk. While potentially open to a certain amount of cultural variation, sequence organization exists cross-linguistically and cross-culturally as a general structural feature of human social interaction.
Graham D. Bodie
Listening is recognized as a multidimensional construct that consists of complex (a) affective processes, such as being motivated to attend to others; (b) behavioral processes, such as responding with verbal and nonverbal feedback; and (c) cognitive processes, such as attending to, understanding, receiving, and interpreting content and relational messages. Research in the communication studies discipline has focused most heavily on the cognitive processes of listening with the least attention afforded to behavioral components. Although several models of listening have been put forward, scholars still struggle with basic notions of how best to define listening for research purposes and how to incorporate listening into mainstream theoretical frameworks. Contemporary scholarship explores intersections between listening and cultural studies research as communication scholars come to participate in larger discussions of the auditory environment. At the start of the 21st century, listening research is just one of the many sites where communication studies is making a contribution to interdisciplinary research across the humanities and social sciences.
Patricia Olivia Covarrubias
An enduring problem for all people is the universal call for figuring out how to live together. This problem, which requires some measure of organization, quintessentially is responded to and managed in and through communication. That is, humans coordinate their daily meaningful actions via situated webs of linguistic and nonlinguistic means during the course of daily social interactions. These situated webs can be interpreted as cultural codes about communication. Further, and importantly, these codes vary across social groupings—and the codes are distinctive. This distinctiveness arises from the reality that societies shape their respective codes according to their local means and meanings; that is, to their own sets of beliefs, values, and rules for managing their lives individually and collectively. The communicative means and meanings in and by which humans create meaningful lives are the central concern of cultural communication, which is defined as follows: the social enactment of learned systems of symbolic resources, premises, rules, emotions, spatial orientations, and notions of time that groups of people use to shape distinctive and meaningful communal identities, relationships, and ways of living and being. Indeed, cultural communication pertains to the use of language and other communicative means to carry out the activities and commitments of their particular communities in and through the use of symbolic resources. These resources include verbal and nonverbal means, as well as the rules for using and interpreting them. This paper is inspired by a number of scholars of cultural communication, including Dell Hymes, who conceptualized the ethnography of communication (EOC); Gerry Philipsen and his notion of codes of communication; and the many scholars who have followed their leads. The definition of cultural communication requires some fleshing out—and in particular, the tension between the individual and the communal that exists within the concept of cultural communication needs attention. Empirically accessed, real-life examples of locations where communication can be seen, heard, felt, and experienced help to explicate cultural communication. Such examples include cultural terms, silence practices, terms of address, rituals, and social dramas. Indeed, cultural communication treats culture and people, not with wide brushstrokes where the features of daily life occur uniformly and generically, but rather as unique sets of social actors whose lives are composed of intricate webs of nuanced expressions and attendant meanings, wherein each enactor plays a part in animating the symbolic resources that comprise their richly diverse schemes of life.
Sexual orientation is a private matter that individuals can decide to disclose or conceal. Nevertheless, when interacting with others, people look for cues of sexual orientation. Hence, the person’s face, voice, or non-verbal behavior is taken as a cue revealing sexual orientation. As research on “gaydar” has shown, this detecting ability can sometimes be accurate or stereotype-based. Sometimes gay, lesbian, and bisexual people themselves intentionally communicate their sexual identity explicitly or through more subtle cues. Intentional or not, several cues are taken as communicating sexual orientation with the consequences of shaping interpersonal interactions. Identifying someone as gay or lesbian has several implications. On the one hand, it leads straight men and women to non-verbally behave differently than when interacting with other straight individuals (e.g., more physical distance, more self-touching). On the other hand, it also affects verbal communication (e.g., topics of conversation, questions, and statements). The harshest consequence is hate speech and homophobic language. Research has shown that being labeled as “faggot” or “dyke” not only negatively affects those who are the target of such verbal derogation but also negatively impacts on straight bystanders. Indeed, gay and lesbian targets of homophobic language report a lower level of well-being and self-acceptance, while being exposed to such language increases prejudice toward gay men and lesbians among straight people. In the case of straight men, the use of homophobic language is often associated with identity self-affirmation and self-presentation. Interestingly, a recent trend among gay people has been noticed: they use homophobic labels among them as a form of “reclaimed language,” meaning that these derogatory terms are used with a different intent and reframed in a more positive way. Moreover, communicating sexual orientation can increase self-acceptance, social support, and positive social comparison among gay men and lesbians and can also increase positive attitudes toward gay people, especially when it happens with friends and family members.