Marjorie Harness Goodwin – författare

" . . . carefully researched and clearly written . . . Goodwin makes a major step in redefining the enterprise of studying language use in context and across contexts." —American Ethnologist"I recommend the book highly." —John Haviland, American Anthropologist"Goodwin's thoughtful interpretation of these examples [of children's conversation] is replete with wise insights, challenging critical darts, and well-referenced links to a wide literature." —Child Development Abstracts & Bibliography"Intellectual breadth shines through this book." —Barrie Thorne "By combining Goffman's approach to ethnography with in-depth conversational analysis, Goodwin provides important and novel insights into the interactive processes through which culture is created and maintained. The results should be of interest to any social scientist." —John J. Gumperz " . . . required reading for linguists, anthropologists, sociologists, and educators." —Language and Acquisition"This book is clearly a significant addition to the study of the range and power of children's voices at play . . . " —Harvard Educational Review"He-Said-She-Said provides fascinating insight into the importance of social context in the organization of gender." —Signs"A rare and wonderful combination of ethnography and conversational analysis. Goodwin gives both a sensitive account of African American adolescent street talk and a careful approach to the study of language in use." —Ray McDermott "Marjorie Harness Goodwin's study of children's talk provides the best and most comprehensive analysis of gender differences in interaction, situated in the broader context of children's social organization. She didn't set up experiments; she didn't just take field notes. She hung around with the children in her neighborhood until they trusted her, then tape-recorded their natural conversations as they played together. This is Goodwin's long-awaited compilation of years of painstaking analysis of the transcripts of those tapes. It is not only one of the best sources, if not the best source, for anyone interested in how boys and girls use language in their daily lives—indeed, to constitute their daily lives; it is also a model ethnographic study of language in its natural setting." —Deborah Tannen, author of You Just Don't Understand: Women and Men in ConversationThis groundbreaking study describes in detail the complexities of children's communication. By integrating the analysis of conversation with ethnography, Marjorie Harness Goodwin systematically and empirically reveals how a group of urban black children constitute their social world through talk.

Gender and Politeness challenges the notion that women are necessarily always more polite than men as much of the language and gender literature claims. Sara Mills discusses the complex relations between gender and politeness and argues that although there are circumstances when women speakers, drawing on stereotypes of femininity to guide their behaviour, will appear to be acting in a more polite way than men, there are many circumstances where women will act just as impolitely as men. The book aims to show that politeness and impoliteness are in essence judgements about another's interventions in an interaction and about that person as whole, and are not simple classifications of particular types of speech. Drawing on the notion of community of practice Mills examines the way that speakers negotiate with what they perceive to be gendered stereotypes circulating within their particular group.

The study of teenagers in the classroom, and how they interact with one another and their teachers, can tell us a great deal about late-modern society. In this revealing account, Ben Rampton presents the extensive sociolinguistic research he carried out in an inner-city high school. Through his vivid analysis of classroom talk, he offers answers to some important questions: does social class still count for young people, or is it in demise? Are traditional authority relationships in schools being undermined? How is this affected by popular media culture? His study, which provides numerous transcripts and three extensive case studies, introduces a way of perceiving established ideas in sociolinguistics, such as identity, insecurity, the orderliness of classroom talk, and the experience of learning at school. In doing so, Rampton shows how work in sociolinguistics can contribute to some major debates in sociology, anthropology, cultural studies and education.

Cecilia E. Ford explores the question: what work do adverbial clauses do in conversational interaction? Her analysis of this predominating conjunction strategy in English conversation is based on the assumption that grammars reflect recurrent patterns of situated language use, and that a primary site for language is in spontaneous talk. She considers the interactional as well as the informational work of talk and shows how conversationalists use grammar to coordinate their joint language production. The management of the complexities of the sequential development of a conversation, and the social roles of conversational participants, have been extensively examined within the sociological approach of Conversation Analysis. Dr Ford uses Conversation Analysis as a framework for the interpretation of interclausal relations in her database of American English conversations. Her book contributes to a growing body of research on grammar in discourse, which has until recently remained largely focused on monologic rather than dialogic functions of language.

Chinese and Americans often unwittingly communicate at cross purposes because they are misled by the cultural trappings of talk. This book aims to clarify their misunderstandings by examining their different ideals and strategies of talk. It draws on cultural, philosophical, and linguistic insights and traces the development of Chinese communicative strategies from Confucius through the 'eight-legged essay' to the boardrooms and streets of Hong Kong. Its formal analysis of taped interchanges and in-depth interviews reveals Chinese speakers' distinctive ways of communicating and relating. Crosstalk and Culture in Sino-American Communication will alert people to the pitfalls of cultural misunderstandings and the hidden assumptions and expectations underlying talk.

To understand the role of language in public life and the social process in general, we need first a closer understanding of how linguistic knowledge and social factors interact in discourse interpretation. This volume is a major advance towards that understanding. Professor Gumperz here synthesizes fundamental research on communication from a wide variety of disciplines - linguistics, sociolinguistics, anthropology and non-verbal communication - and develops an original and broadly based theory of conversational inference which shows how verbal communication can serve either between individuals of different social and ethnic backgrounds. The urgent need to overcome such barriers to effective communication is also a central concern of the book. Examples of conversational exchanges as well as of longer encounters, recorded in the urban United States, village Austria, South Asia and Britain, and analyzed to illustrate all aspects of the analytical approach, and to show how subconscious cultural presuppositions can damagingly affect interpretation of intent and judgement of interspeaker attitude. The volume will be of central interest to anyone concerned with communication, whether from a more academic viewpoint or as a professional working, for example, in the fields of interethnic or industrial relations.

This book makes available five classic studies of the organisation of behaviour in face-to-face interaction. It includes Adam Kendon's well-known study of gaze-direction in interaction, his study of greetings, of the interactional functions of facial expression and of the spatial organisation of naturally occurring interaction, as recorded by means of film or videotape. They represent some of the best work undertaken within the 'natural history' tradition of interaction studies, as originally formulated in the work of Bateson, Birdwhistell and Goffman. Chapter 2, written especially for this new book, provides an historical and theoretical discussion of this tradition, and a new final chapter takes up the theme of the organisation of attention in interaction. The introduction provides details of the circumstances of how each paper came to be written. Each of the papers reprinted is accompanied by a short postscript, placing the work in the context of more recent research. Several of the papers presented in this volume, although widely referred to, have long been difficult to obtain. Their republication will be warmly welcomed by all students and teachers who are concerned with face-to-face interaction.