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El. knyga: Any Questions?: Identity Construction in Academic Conference Discussions

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This book explores how academics at conferences co-construct their own and each others professional identities. It is based on the detailed sequential analysis of audio recordings of conference discussions in the field of the humanities, the working languages being French and English.

The analyses show that the delegates who actively participate in these interactions, whether as presenters, chairpersons or as members of the audience, carry out a considerable amount of identity work, attributing self and other to various categories of professional identity. The discussion participants co-construct themselves and each other discursively as academics, professionals, experts, junior or senior members of the scientific community; they also orient to this identity work as an important task to be achieved at conferences.

This study provides detailed insights into the fine-grained mechanics of spoken academic discourse. From the perspective of applied research it serves the double purpose of raising experienced researchers awareness of their own routines and introducing novices to the discourse practices of academia.
Chapter 1 Introduction
1(8)
Chapter 2 Researching talk-in-interaction
9(11)
2.1 Looking through the participants' eyes
9(6)
2.2 Doing CA
15(2)
2.3 Investigating institutional talk
17(3)
Chapter 3 The dynamic discursive nature of identity
20(41)
3.1 Identity as a social construct
21(10)
3.1.1 Symbolic interactionism
21(4)
3.1.2 Impression management theory
25(6)
3.2 Identity as a members' category
31(14)
3.2.1 Indexicality and members' construction of reality
31(2)
3.2.2 Membership categorization
33(8)
3.2.3 Doing being X
41(4)
3.3 Identity, self, and, face
45(8)
3.3.1 Goffman's notions of face and facework
45(2)
3.3.2 Face in Watts' social theory of politeness
47(4)
3.3.3 Integrating the concept of face in a CA approach
51(2)
3.4 Identity construction as a means to an end
53(8)
3.4.1 Social positioning
53(4)
3.4.2 Stylization of self and other
57(4)
Chapter 4 Ethnographic background
61(46)
4.1 Structure of conferences
62(3)
4.2 Types of contributions in conference discussions
65(11)
4.3 Discursive roles in discussions
76(8)
4.3.1 What questioners do
77(2)
4.3.2 What answerers do
79(3)
4.3.3 What chairpersons do
82(2)
4.4 Asking questions
84(13)
4.4.1 What is a question?
84(3)
4.4.2 Yes/No interrogatives
87(6)
4.4.3 Constructing questions to achieve agreement
93(3)
4.4.4 Contrasting academic question-answer sessions with interviews
96(1)
4.5 Self-presentation - a key feature of conference participation
97(10)
4.5.1 Members' reasons for organising and participating in conferences
97(3)
4.5.2 Self-presenting in the community
100(7)
Chapter 5 The data
107(8)
5.1 Data collection
107(1)
5.2 Corpus structure
108(1)
5.3 Transcription conventions
109(6)
Chapter 6 The mechanics of discussions at academic conferences
115(20)
6.1 TCU completion and assessment
115(4)
6.2 Speaker selection
119(1)
6.3 Sequential organisation
120(8)
6.3.1 Side-sequences
123(3)
6.3.2 Pre-sequences
126(2)
6.4 Formulations
128(5)
6.5 Preference
133(2)
Chapter 7 Results of the data analyses
135(254)
7.1 Doing being expert
137(106)
7.1.1 Having the overview: doing formulations
139(1)
7.1.1.1 Doing formulations to prepare the ground
140(6)
7.1.1.2 Responding to formulations by referring to data
146(9)
7.1.1.3 An ambivalent face strategy: sij'ai bien compris
155(3)
7.1.1.4 Achieving co-agreement in formulations
158(9)
7.1.1.5 SUMMARY of 7.1.1. (Doing formulations)
167(1)
7.1.2 Displaying alternative access to an idea
167(2)
7.1.2.1 moi je vois... juxtaposing own research and presenter's ideas
169(6)
7.1.2.2 have you done X?
175(14)
7.1.2.3 is it not X?
189(18)
7.1.2.4 Putting an additional interpretation up for inspection
207(5)
7.1.2.5 SUMMARY of 7.1.2. (Displaying alternative access to an idea)
212(1)
7.1.3 Granting the presenter a claim of expertise: requesting information
212(1)
7.1.3.1 I'm thinking of other types of data: requesting confirmation of informed guesses
213(8)
7.1.3.2 c'est juste une toute petite question: pure information questions
221(6)
7.1.3.3 have you seen this in language X?
227(4)
7.1.3.4 parce que c'est important: information questions with an agenda
231(11)
7.1.3.5 SUMMARY of 7.1.3 (Granting expert status to the presenter)
242(1)
7.1.4 SUMMARY of 7.1 (Doing being expert)
242(1)
7.2 Doing being a (good) researcher
243(52)
7.2.1 Collaborative labelling
243(1)
7.2.1.1 Displaying collective membership to the scientific community
244(7)
7.2.1.2 Displaying understanding and competence
251(5)
7.2.2 Explicit (and critical) reflection on research practices
256(1)
7.2.2.1 Lecturing on good research practice
257(5)
7.2.2.2 Displaying research practices as personal experience
262(12)
7.2.3 Intertextuality at conferences: semiotic spanning
274(1)
7.2.3.1 Positioning self in the scientific community
274(10)
7.2.3.2 Referring to a third party as a specific academic practice
284(10)
7.2.4 SUMMARY of 7.2 (Doing being a (good) researcher)
294(1)
7.3 Doing being entertaining
295(39)
7.3.1 Punchlines
296(1)
7.3.1.1 Punchlines as part of one's own turn
296(5)
7.3.1.2 Punchlines triggered by other
301(3)
7.3.2 Inserting formulations
304(1)
7.3.2.1 Provocative statements to entertain
304(4)
7.3.2.2 Formulations as laughables to connect with other(s)
308(8)
7.3.3 Second laughables
316(4)
7.3.4 Entertaining through narratives
320(1)
7.3.4.1 Everyday-type narratives
321(6)
7.3.4.2 Micro-narratives
327(2)
7.3.4.3 Requested narratives
329(3)
7.3.4.4 SUMMARY of 7.3 (Doing being entertaining)
332(2)
7.4 Performing collective multiple professional identities
334(55)
7.4.1 Displaying self's professional identity as multi-layered
335(1)
7.4.1.1 They - you - I: using pronouns to construct different viewpoints
335(4)
7.4.1.2 Relating personal experiences: narratives and recipient design
339(5)
7.4.1.3 Displaying affiliation with a category through prosodic and lexical markedness
344(3)
7.4.1.4 SUMMARY of 7.4.1 (Displaying self's professional identity as multi-layered)
347(1)
7.4.2 Multiple professional identities presented as dilemmas of the self
348(1)
7.4.2.1 Dilemmatic identities as an argumentative strategy
348(6)
7.4.2.2 Stream-of-consciousness self-disclosure: content reflected by linguistic structure
354(6)
7.4.2.3 SUMMARY of 7.4.2 (Multiple professional identities presented as dilemmas of the self)
360(1)
7.4.3 In-groups and out-groups
361(1)
7.4.3.1 Constructing group identity through joking and laughter
361(3)
7.4.3.2 Competent self vs. incompetent other: precise wording and vague references
364(3)
7.4.3.3 Othering through stylization: stereotyping absent others
367(7)
7.4.3.4 A present other categorised as in contrast to in-group norms
374(9)
7.4.3.5 SUMMARY of 7.4.3 (In-groups and out-groups)
383(2)
7.4.3.6 SUMMARY of 7.4 (Performing multiple complex professional identities)
385(2)
Notes
387(2)
Chapter 8 Conclusion
389(8)
References 397(15)
Index 412
Carmen Konzett, University of Innsbruck, Innsbruck, Austria.
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Pastovi nuoroda: https://www.kriso.lt/db/97816145102462e.html
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