This section demonstrates how a speaker displays his or her orientation towards a particular participant to request help in his or her ongoing word search. Three
examples are analysed in this section, each showing occasions of a speaker displaying troubles in talk, launching a word search, and then beginning to position his or her body posture and eye gaze towards a particular participant to seek for assistance in searching for a word.
The three examples in this section (e.g., Excerpt 1, Excerpt 2 and Excerpt 3) show similarities in which the speakers produce their candidate solutions in the search sequence with rising intonation and displays of body orientation towards another participant as a request for the candidate solutions to be confirmed or corrected. This is similar to Koshik and Seo’s 2012 word search study on rising intonation in the
production of a candidate solution when requesting help, and Siegel’s 2016 study of the use of prosody-marked candidate solutions as an indication of assistance seeking.
However, in their data (Koshik and Seo, 2012; Siegel, 2016) the interaction was in dyadic conversations whereas in this study the interaction features a multiparty conversation that allows us to examine the complex and more diverse shifting participation framework. The analysis examines the roles of multimodal resources, when organising participation in word searches. The analysis in this section will consider the organisation of participation based on (1) who does the current speaker seek help from?; (2) why does the speaker shift his orientation towards the particular
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participant? and (3) how does the particular participant or recipient respond for collaboration?
The first example in this chapter looks at occurrences when the current speaker seeks help from an addressed participant for confirmation to the speaker’s candidate solution to his/her word search. In Excerpt 1 (below), the conversation features a conversation over dinner between three international students (Amy, Ben and Kai) who are eating and talking together. In this segment, Kai is telling Amy about his visit to Hong Kong, which happens to be Amy’s hometown, and in his telling he shares his experiences and the things he noticed during his visit there. It should be noted that in this segment Ben does not participate in the conversation, and is instead seen browsing his mobile phone.
Excerpt 1: Tsim Tsa Tsui (A place in Hong Kong)
(Ben: Malaysia; Kai: Malaysia; Amy: China)
1 KAI: but what I kno:w in Hong Kong after eleven
2 o'clock there's no ca:rs
3 (0.4)
4 KAI: only public transport
5 (0.6)
6 AMY: really↑
7 KAI: I::: (0.4) │I:: stayed nea::r (1.0)│uhm::
((Kai shifts gaze away from Amy and moves body slightly to his right side [Fig. 5.1] )) │((Kai closes his eyes and puts his forefinger on the bridge of his nose [Fig. 5.2]))
│((Amy returns gaze to Kai.))
Figure 5.1 Figure 5.2
8 I forgot that↓
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Figure 5.3
9 (0.7)
10 KAI: er sh- │Tsim Sha Tsui? ((Name of a place in Hong Kong.)) │ ((Kai gazes at Amy and uncovers his face [Fig. 5.4]))
Figure 5.4
11 AMY: mm
((Amy nods and chews her food at the same time))
12 KAI: and I stayed there
13 (0.5)
14 KAI: and then the double decker buses and all (.) but I
15 realise that after eleven o'clock (0.3) I peeped out
16 of my window there's no cars only buses
At the beginning of this excerpt, from line 1 to line 5, Kai orients towards Amy as his addressed recipient, and he turns his gaze to Amy as he begins his telling.
Responding to Kai’s telling, Amy’s surprise is expressed through her high-pitched voice and emphasis intonation as she says “really↑” (line 6). Upon getting the response from Amy, Kai makes the continuation in his telling in line 7. However, Kai displays speech perturbation through the demonstration of an elongated sound, restarts, long pause, and hesitation, all of which indicate the launch of his word search. It is observed that as Kai starts to show the speech perturbation in line 7, he shifts his gaze away from Amy and pauses for 0.4 seconds, as shown in figure 5.1 in the transcript. Furthermore,
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during the stretched vowel sound in the utterances “I::” and “nea::r” Kai closes his eyes which is then followed with his elongated hesitancy marker “uhm::” (line 7).
Turning now to analysis of how both Kai and Amy display their orientation towards each other in the word search sequence, at the start of Kai’s word search (line 7) he begins to shift his gaze away from Amy and turns to look to his right side. Along with his gaze shift away, he shifts his sitting position by leaning his body posture slightly to his right as he elongates “I:::” and pauses a moment (0.4 second), as shown in Figure 5.1. As Kai makes a continuation in the same turn, he shifts his body to a sitting position and puts his right-hand forefinger on the bridge of his nose with closed eyes, resembling a ‘thinking posture’ (Goodwin and Goodwin, 1986), as illustrated in Figure 5.2. However, in Kai’s continuation he shows further speech perturbation, which is then followed by a 1.0 second silence. At this point Amy, who keeps her gaze on Kai at the start of Kai’s word search, begins to notice that Kai’s embodied actions of ‘doing thinking’ (Houtkoop-Steenstra, 1994 cited in Brouwer, 2003, p. 583) indicates that he is in a solitary word search.
Kai continues to display the same body posture and does not produce any eye contact with Amy, an indication that he is not inviting Amy into the search process (Goodwin and Goodwin, 1986) and is making a preference for self-repair (Schegloff et
al., 1977). Thus, Amy withdraws her gaze away during the 1.0 second pause (line 7),
indicating that she is giving space for Kai in his ‘doing thinking.’ She takes the
opportunity to continue her eating activity. Following the long silence (1.0 second), Kai produces the hesitancy marker “uhm::” and remains in similar body posture,
demonstrating his preference to make a self-repair and keep his turn. As Kurhila (2006) stated: “By producing some vocalization, speakers can take time for processing the utterance, but still hold turn for themselves by indicating that there is more to come” (p. 27).
At this moment, Amy turns her head towards Kai and directs her gaze towards him to display her recipiency towards his ongoing word search process. Even though Amy displays her recipiency towards Kai, Kai does not demonstrate any eye contact with her. Instead, he continues to show trouble in talk and remains with closed eyes and with part of his face covered by his hand, explicitly presenting his trouble in his word
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search as he utters “I forgot that↓” (line 8, as illustrated in Figure 5.3). It could also be observed that although Kai does not direct his eyes towards Amy, she shows her orientation towards him by keeping her gaze on Kai, indicating her continued
listenership. Furthermore, the disengagement of eye contact and the lack of prosody in Kai’s utterance in line 8 demonstrates his engagement in a solitary word search and that he is not requesting help from his recipient (Goodwin and Goodwin, 1986).
Showing his persistence to resolve his word search by himself, Kai holds his body posture by closing his eyes, covering part of his face with his head in a downward position as he continues his solitary word search in the 0.7 second pause in line 9. Following this, in line 10, Kai shows hesitation and makes a false start through the cut- off word (sh-) while he continues to disengage himself from Amy. However, as he recalls the possible name of the place that he is searching for, he then uncovers his face and directs his gaze at Amy and produces “Tsim Sha Tsui?” with a rising intonation, as shown in line 10 and Figure 5.4. Furthermore, the candidate solution “Tsim Sha Tsui?” with a rising intonation represents Kai making an attempt to produce a ‘try- marked’ word (Sacks and Schegloff, 1979). At this moment, it is observed that Kai’s eye gaze and body orientation towards Amy as he produces the candidate solution in a rising intonation are requesting Amy’s confirmation (Koshik and Seo, 2012) and Amy is then treated as the ‘knowing recipient’ (Heritage, 2012a; Heritage, 2012b) who has more knowledge about Hong Kong.
Following the mutual gaze between Kai and Amy in line 10, Amy, who has food in her mouth, manages to respond only with a token minimal “mm” accompanied by a nodding action as she confirms Kai’s candidate solution proposal (line 11). The minimal token as confirmation and Amy’s head nodding display her agreement and understanding and thus Kai proceeds with the talk (line 12 – line 16). In this example, it appears that the current speakers have the authority to invite or not to invite a
participant to join in the word search from the gaze direction (Goodwin and Goodwin, 1986).
Although it is also shown that the current speaker explicitly displays trouble through with the explicit marker “I forgot”, his gaze disengagement demonstrates that he is engaged in a solitary word search. The analysis also indicates that the speaker is
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persistent in making a preference for self-word completion, and the recipient displays listenership at the same time and continues to be involved in another activity (eating). Moreover, this example illustrates that the recipient shows herself to be observant towards the ongoing word search process, and, as the speaker invites the recipient through the gaze direction, the recipient collaborates to confirm the word being sought, thereby enabling the speaker to progress.
In the following example, the analysis shows how the co-participants’ responses to an opinion given by the first speaker and due to having trouble in talk, the co-
participant seeks confirmation from a non-speaking participant for her candidate solution to her word search.
Excerpt 2: Dessert or desert
(Ann: Vietnam; Mus: Malaysia; Lea: Kazakhstan)
1 ANN: It's too: ho::t >and< of course but not as
2 hot I find Vietna::m
3 MUS: mm[::: ]
4 ANN: [ I don't ] think it's that ho:t as- as-
5 Kazakhstan either
6 (0.5)
7 LEA: come on::: it's Africa::↑
((Lea turns to gaze on Ann and halts from pouring tea to her cup.))
8 (0.7)
((Lea and Ann gaze on each other. Mus shifts gaze downward.))
9 LEA: >I mean< │they have dessert
│ ((Mus gazes at Lea. Both Lea and Ann gaze at each other. [Fig. 5.5]))
Figure 5.5
10 (1.1)
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12 LEA: [°│dessert │desert?°
│((Gaze between Lea and Mus [Fig. 5.6]))
│((Lea shifts her gaze upwards. Mus keeps gaze on Lea and nods slightly. [Fig. 5.7]))
Figure 5.6 Figure 5.7
13 MUS: [de:sert ]
((Mus gazes upwards as Lea keeps her gaze on Mus [Fig. 5.8]))
Figure 5.8
14 ANN: [like in Mau]ritius [they have] 15 MUS: │[de:sert ]
│ ((Mus gazes on Lea.))
16 LEA: hahaha >desert<
((Mutual gaze between Lea and Mus. Lea laughs and points finger at Mus. [Fig. 5.9]))
Figure 5.9
Excerpt 2 in this section is a conversation between Ann, Lea and Mus. In this segment, the three international students are having their desserts and drinking tea as Ann talks about the weather conditions when she visited Africa on her last vacation. In line 1 to line 5, Ann begins her telling by describing and comparing the weather
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telling, Mus demonstrates her listenership with a minimal response token in line 3 and Mus also displays her recipiency towards Ann as she keeps her gaze on Ann.
In line 7, Lea halts her activity of pouring the tea and holds the teapot in mid-air as she brings her gaze towards Ann and says “come on::: it's Africa::↑”, ending in an elongated vowel sound and rising pitch. However, there is no uptake from Ann and this leads to a 0.7 second pause (line 8). The lack of response in the 0.7 second silence (line 8) indicates to Lea that Ann has trouble in understanding, and thus in line 9 Lea keeps her gaze on Ann and self-repairs in her next subsequent action as she says “>I mean< they have dessert” (shown in Figure 5.5). Nonetheless, there is another long, 1.1 second pause (line 10) following Lea’s utterance in line 10, and no such response is forthcoming from Ann. Instead, both Ann and Lea maintain their gaze on each other. At the same moment, Mus shifts her gaze, previously downwards at the plate of food, towards Lea. The long 1.1 second pause (line 10) due to no uptake from Ann is taken by Lea to mean that Ann is continuing to have trouble understanding. Hence, in line 12, Lea shifts her gaze, which was on Ann, towards Mus and makes a self-repair as she repeats her previous word “dessert” in a soft voice, which possibly displays her uncertainty (illustrated in Figure 5.6). Following this, Lea produces another word choice, “desert,” which she utters in a soft voice and rising intonation (Figure 5.7), and in the second utterance of the lexical word Lea shifts her gaze upwards to indicate ‘doing thinking’ (Houtkoop-Steenstra, 1994 cited in Brouwer, 2003, p. 583).
Lea’s soft utterance in line 12 to search for the correct lexical word can be considered as searching for the correct word even though she does not display any speech perturbation in her utterance (unlike in the previous example - Excerpt 1). Instead, Lea launches her word search through ‘doing pronunciation’ (Brouwer, 2004) as she utters in a soft voice “°dessert desert?°” (line 12). It is observed that as Lea produces the first lexical word “desert”, Lea directing her gaze to Mus indicates that she is requesting Mus’s help (Goodwin and Goodwin, 1986). However, Lea begins to shift her gaze upwards as she produces the second lexical word “desert” as a ‘try- marking’ it (Sacks and Schegloff, 1979) and demonstrating ‘doing thinking.’ Consequently, Mus nods her head slightly as Lea produces the second lexical word “desert” and maintains her gaze at Lea (Figure 5.7).
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Turning to Mus’s co-participation in assisting Lea in her word search, following Lea’s gaze direction at Mus as Lea produces the word “dessert” (line 12), Mus
recognises it as an invitation for her to enter Lea’s word search (Goodwin and Goodwin, 1986). However, having the persistence to self-repair, Lea shifts her gaze away and brings it upwards when she produces “desert,” which is also followed by Mus’s embodied actions, where she gives a slight head nod to display acknowledgement of Lea’s candidate word. However, Lea does not notice the head nod from Mus as she has shifted her gaze upwards at this point.
Therefore, in line 13, Mus self-selects and echoes Lea’s candidate solution “de:sert”, which overlaps with Ann’s utterance in line 14. As Mus utters the word “de:sert” (line 13), she turns her gaze upwards to display ‘doing thinking,’ as illustrated in Figure 5.8. At this point, Lea keeps her gaze on Mus and also shows a slight smile. Furthermore, overlapping with Ann’s utterance (line 14), Mus returns her gaze at Lea and repeats “de:sert” in line 15, confirming that the lexical word “desert” is the correct word choice to Lea’s word search. Although Mus’s utterances overlap with Ann’s (line 13-line 15), Lea shows acceptance of the confirmation with token laughter and then repeats the candidate word at a faster pace in line 16. Following this, a mutual gaze is demonstrated between Mus and Lea, which co-occurs with Lea’s token laughter and word repetition in line 16. Following the laughter, Lea produces a gestural finger pointing movement towards Mus (as illustrated in Figure 5.9) in a playful
manner, and Mus returns the smile to indicate that they have reached a mutual understanding.
The example analysed in Excerpt 2 shows that the speaker displays a shift of participation towards another recipient who is the non-speaking participant to request help in confirming the correct word lexical word. The analysis shows that seeking help in word searches can be through the speaker’s gaze direction (Goodwin and Goodwin, 1986) and the ‘try-marked’ word in rising intonation can indicate a search for correction or confirmation from a co-participant (Koshik and Seo, 2012).
Furthermore, it is shown that the speaker displays an orientation towards a particular co-participant who the speaker positions as a person who has comparatively more knowledge as a second language user (Hosoda, 2006; Kurhila, 2006). Moreover,
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this example also shows that the participants manage and organise their relevant participation framework to resolve the word search and demonstrate a further
collaborative work to find the solution to the word search to achieve understanding. It can be interpreted that Lea’s smile, which co-occurs with Mus’s utterance in line 13, is possibly ‘flagging for markedness’ (Firth, 2009) for the candidate word produced. Then, as Lea displays an understanding and acceptance to the candidate solution, the accompanying token laughter in line 16 can be interpreted as displaying her
embarrassment (Wilkinson, 2007).
The next example in this section will be another analysis of how the speaker launches a word search and then shifts his participation and orientation towards a third, non-speaking participant, for help.
Excerpt 3: Blessings
(Ben: Malaysia; Kai: Malaysia; Amy: China)
1 BEN: er::: our prayer ↑is (0.4) oh:: God (0.2) give us:
2 ble:ssings (0.4) and give us::
3 (0.8)
((Ben starts to shift his gaze away from Amy.))
4 BEN: ah::::::
((Ben gazes downwards towards the table as Amy keeps her gaze on Ben. [Fig. 5.10]))
Figure 5.10
5 (0.8)
6 BEN: op- │↑what's rezke:y? ((tr. Malay word: a state of being grateful)) │ ((Ben turns his gaze to Kai and Kai gazes at Ben. Amy keeps her gaze on Ben. [Fig. 5.11]))
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Figure 5.11
7 (1.5)
((Kai gazes away towards the wall and chews his food. Both Amy and Ben look at Kai. [Fig. 5.12] ))
Figure 5.12
8 KAI: [u::hm ]
9 BEN: [give us]
10 (.)
11 BEN: a blessings │[blessings]
12 KAI: │[blessings ] AH::
│ ((Ben and Amy return gazes at each other. Kai looks down
at his food and nods his head sideways. Amy then nods. [Fig. 5.13]))
Figure 5.13
In Excerpt 3, Ben explains to Amy about how his religion observes saying a meal prayer before eating. Thus, as Ben recites a sample of his prayer to Amy, he begins to show trouble, which is indicated through numerous pauses and stretched words, showing an upcoming trouble in talk (line 1-line 2). Following Ben’s
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incomplete turn construction in line 2 for the stretched word “us::” is a long 0.8
second pause (line 3), while he starts to shift his gaze away from Amy.
In line 4, Amy keeps her gaze on Ben although Ben shows further hesitation through the elongated hesitation marker “ah::::::”, and, co-occurring with the hesitation marker, Ben looks downward, indicating the onset of his word search (Figure 5.10). As Ben demonstrates his trouble in talk and then launches his word search (line 4), Amy leans her body posture slightly forward towards Ben and keeps her gaze on him. At this point, Amy does not interrupt Ben and instead shows listenership and gives space to Ben to do his solitary word search, which then leads to another long 0.8 second pause in line 5.
In line 6, Ben makes a false start through the cut-off word in his turn beginning. Ben then abruptly turns his head and directs his gaze towards Kai and explicitly
displays his trouble of locating a word by asking Kai “↑what's rezke:y?”. Following Ben’s talk and embodied actions and shift in orientation towards Kai (as illustrated in Figure 5.11), the multimodal resources displayed by Ben through the utterance end in a rising intonation and gaze direction, demonstrating his request for help in his word search (Kurhila, 2006; Koshik and Seo, 2012).
Thus, Ben makes the explicit request “what is?” which is equivalent to using formulaic expression such as “how can I say?” (Brouwer, 2003; Jung, 2004) and provides the searched-for word “rezkey” through code-switching as an invitation for Kai’s co-participation. It is noteworthy that the word “rezkey” is from the Malay language and means ‘a condition of being grateful,’ and as both Kai and Ben share the same L1, Ben clearly makes the searched-for word recognisable to Kai. Thus, in this occurrence Ben’s code-switching utterance co-occurring with his embodied action of gazing towards a specific recipient, form a new participant constellation and restrict another recipient in his word search (Greer, 2013).
In line 6, Ben shifts his orientation towards Kai and makes the explicit request, Kai is bringing a spoonful of food to his mouth, and at once Kai slightly glance towards Ben as recognising the searched-for word invitation is addressed to him (as illustrated in Figure 5.11). Kai is now seen as the ‘knowing recipient’ (Heritage, 2012a; Heritage, 2012b).
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Following the explicit invitation to join the word search comes a pause of 1.5 seconds (line 7). Notably, the silence here is not an empty moment but occupied with embodied actions displayed by the three participants. During the silence (line 7), Kai brings his head up and shifts his gaze to his right towards the wall to display a ‘thinking face characteristic’ (as illustrated in Figure 5.12) and engages in a solitary word search (Goodwin and Goodwin, 1986). Furthermore, in Kai’s thinking moment he continues to chew his food and thus his embodied actions and state of eating display his multiactivity