Gerade erschienen

Sammelbandbeitrag und Aufsatz von Arnulf Deppermann sowie Handbuchartikel von Arnulf Deppermann und Nadine Proske
  • The Handbook of Narrative Analysis (111845815X) cover imageDeppermann, Arnulf (2015): Positioning. In: De Fina, Anna / Georgakopoulou, Alexandra (eds.): The Handbook of Narrative Analysis. New York: Wiley-Blackwell, pp. 369-387.
    Over the last two decades, “positioning” has become an established concept used to elucidate how identities are deployed and negotiated in narratives. This chapter first locates positioning in the larger field of research on identities and discourse. Commonalities and differences in conceptions of positioning are highlighted. In the following, the historical development of theoretical approaches to positioning and their methodological implications are reviewed in more detail. The article closes by taking up two current lines of debate concerning the future development of the concept of positioning.










  • Deppermann, Arnulf / Proske, Nadine (2015): Grundeinheiten der Sprache und des Sprechens. In: Dürscheid, Christa / Schneider, Jan-Georg (Hg.): Handbuch Satz, Äußerung, Schema. Berlin: de Gruyter, S. 17-47.
    Der Beitrag widmet sich der Frage, nach welchen Einheiten das Sprechen in der Interaktion auf der ‚mittleren Ebene‘ strukturiert ist. Die Diskussion geht aus von für die gesprochene Sprache typischen bzw. spezifischen Phänomenen, die Kriteriennormgrammatisch vollständiger Sätze zuwider laufen, wie z. B. Ellipsen, Expansionen und Diskursmarkern. Anschließend werden die in der Literatur der vergangenen etwa 40 Jahre theoretisch entwickelten und empirisch untersuchten Einheitenkonzepte diskutiert und im Hinblick auf ihre Leistungsfähigkeit zur Beschreibung und Erklärung nicht-normgrammatischer Phänomene evaluiert.







  • Deppermann, Arnulf (2015):  When recipient design fails: Egocentric turn-design of instructions in driving school lessons leading to breakdowns of intersubjectivity. In: Gesprächsforschung – Online-Zeitschrift zur verbalen Interaktion, 16. S. 63-101. Im Internet unter http://www.gespraechsforschung-ozs.de/fileadmin/dateien/heft2015/ga-deppermann.pdf
    Recipient design is a key constituent of intersubjectivity in interaction. Recipient design of turns is informed by prior knowledge about and shared experience with recipients. Designing turns in order to be maximally effective for the particular recipient(s) is crucial for accomplishing intersubjectively coordinated action. This paper reports on a specific pragmatic structure of recipient design, i.e. counter-factual recipient design, and how it impinges on intersubjectivity in interaction. Based on an analysis of video-recordings data from driving school lessons in German, two kinds of counterfactual recipient design of instructors' requests are distinguished: pedagogic and egocentric turn-design. Counterfactual, pedagogic turn-design is used strategically to diagnose student skills and to create opportu-nities for corrective instructions. Egocentric turn-design rests on private, non-shared knowledge of the instructor. Egocentrically designed turns imply expecta-tions of how to comply with requests which cannot be recovered by the student and which lead to a breakdown of intersubjective cooperation. This paper identi-fies practices, sources and interactional consequences of these two kinds of coun-terfactual recipient design. In addition, the study enhances our understanding of recipient design in at least three ways. It shows that recipient design does not only concern referential and descriptive practices, but also the indexing intelligible projections of next actions; it highlights the productive, other-positioning effects of recipient design; it argues that recipient design should be analyzed in terms of temporally extended interactional trajectories, linking turn-constructional prac-tices to interactional histories and consecutive trajectories of joint action.