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Essay / Research Paper Abstract
This 3 page paper discusses what conversation analysis is, the steps in teaching it and why. Examples included. Bibliography lists 3 sources.
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3 pages (~225 words per page)
File: MM12_PGcnvany.rtf
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involved with determining the hidden meanings one might have in saying whatever they say but only in the analysis of the structure of the conversation (Antaki, 2006). To teach conversation
analysis, a tape or video recording is needed (Antaki, 2006; Clifton, 2006). Students must be able to at least hear the interchange between two people. The value of conversation analysis
is that it focuses on natural conversation, thus, the recording needs to be an interchange that is as real as possible. This approach considers certain behaviors in the conversation that
include how they take turns to speak, how sequences are constructed, how they identify any problems that may be found in the conversation and how those problems are fixed (SIL
International, 2004). The conversation is recorded because humans cannot remember every utterance. A demonstration can clarify why the recording is needed. If participants in a class listen to 30
or 40 seconds of a recording, asked to write notes about it and then return to the recording, they will find they have left out things that may be
important in the analysis (Antaki, 2006). The recording of the conversation represents the data that is collected (Clifton, 2006). When students have listened or viewed the recording of a conversation,
the next step is to transcribe it (Antaki, 2006; Clifton, 2006). In this step, the student is cautioned to be as complete and accurate as possible, which requires the analyst
to return to the original recording often (Antaki, 2006; Clifton, 2006). For instance, people say things that are not words, i.e., they are utterances. They also change the way words
are delivered, they may elongate a vowel or syllable in the word or put the emphasis on a word or part of the word (Antaki, 2006). The transcript also needs
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