<TITLE: Text, Interaction and Communities Conference 2: Professionals, Clients and Interaction
ACADEMIC DOMAIN: social sciences
DISCIPLINE: social policy and social work
EVENT TYPE: conference presentation
FILE ID: CPRE06D
NOTES: continuation of and continued in CDIS06B, session also includes presentations CPRE06B-C

RECORDING DURATION: 17 min 28 sec

RECORDING DATE: 25.5.2005

NUMBER OF PARTICIPANTS: 25

NUMBER OF SPEAKERS: 1

S17: NATIVE-SPEAKER STATUS: French; ACADEMIC ROLE: research student; GENDER: female; AGE: 31-50>


<S17> okay i'll try to be quick in term of methodology and move directly to the data i think that it's more important to look at the data so the use of surrounding environment i'm going to use more textual object instead of sometime we use er aphasic people use er any type of object but for this conference i used newspaper and er TV-guides so it's textual er objects erm for the the outline i've got two participant er who suffer from expressive aphasia er they had a stroke 15 years ago and er their language abilities are limited but their intellectual abilities remained almost intact erm so i used like paper and magazine in everyday interaction and erm and i look at how actually they make those object relevant to the er interaction because sometime we use object but actually it doesn't mean anything to the conversation it's not meaningful but some object are placed within very specific er er moment which make them highly relevant to the conversation erm so what we go through it's a deplacement in the conversation the co-participant availability to actually see the the aphasic using it the synchronisation with verbal non-verbal er activities and i'm going to show you a deviant case of actually (aware) how actually they use an object but actually is not relevant to the conversation second part of it it's er they use not only the the object er itself they use it for its format and for its content so that's er the case for newspaper and erm and TV-guide okay so i'm going to go with the other surrounding environments some research has been done by er goodwin and streep they really look at how object are used in everyday interaction erm and er , goodwin is looking at how actually the surrounding environment is helping in mapping er and giving some sign of how er , how the co-participant actually can understand the aphasic person so goodwin is really interesting what is who is the only one looking at object in er aphasic er interaction streep is looking more everyday er interaction like how they use object when they work on a in cars or using (xx) cups during conversation erm . so (xx) erm we look at everything erm so do you have convers- e- any type of conversation it's erm well sacks jefferson and er er schegloff 74 paper and of course older lectures from sacks 92 but i try to skip all that in term of aphasia people have start working on with conversation analysis so of course goodwin and visual analysis and erm wilkinson erm into adapting conversation for people how they manage after a stroke to to to adapt the conversation er (klippe) which is working on turn-taking units and er (laskow) er in repair constructions so that's very very limited in term of aphasia and conves- conversation analysis so much to be done so it's a huge field er free to research at the moment okay so the participant like i said is er JS and SW they had their stroke fi- one 15 years ago the other one 18 years ago erm they are very active and er they try to compensate the impairment with everything around them the data (what there is) more than 30 hours now i've got around 40 hours of data which i collected between 2003 and now er it's three other four participant but i used two of them because they are fantastic with their gesture and it's very explicit to present them erm but of course everything i'm presenting i've got like for example each episode i've got probably 20 of the same type of episodes so it's just a specific example to show how it is organised , okay so i really show you the first video for you to have a full picture of how actually the the object is used and er so that's a yeah 30 second and then you could use the handout but actually i didn't , i just put the specific transcript i didn't give you the whole transcript so the handout (xx) , the presentation and (xx) you mhm the one <ORGANISING PAPERS, P:09> i should have enough <SHOWS A VIDEO CLIP, P:42> some (xx) i'll show you er then this <SHOWS A VIDEO CLIP, P:36> so actually in this episode you can see there is two he's using two objects the first one is pointing at the cup the coffee cup just to inform the co-participant actually a cup is waiting behind her a cup is awaiting and the other one is er bringing an object into the conversation so he's using two different objects erm , the other thing later on during the conversation they u- he's using the TV-guide not only for its the TV-guide itself he's using it for its content here because in a TV-guide you got a daily it's daily you've got monday tues- and the whole week going there and you got all the timetable as well what's happening on the TV so he's using it not only for in this case for what he's been watching but he's using as a support if he wants talk about a specific day or about or about a specific event so he's using the format of the the object as a as a support as a resource for his conversation in this specific case he's using as well the text because he's been watching something very specific so he's using (actually the) written text to explain what he's been watching so the written content is very er interesting so why this specific object is relevant to the er for this interaction so just look at the (shoot of) <SHOWS A VIDEO CLIP, P:28> so in the transcript actually i think i i should put the the other line of it which is quite important but you don't have this tape so actually where he started at the same time <FILE CHANGE> the object so it's quite clear this object got nothing to do with the conversation <P:07> actually in the transcript you can barely see he's gazing at the window then at the table at the same time actually the co-participant is turning the page <P:07> so it's (xx) <P:05> so as if the interesting part of it is how they they use the object itself as part of the conversation now we've got the object er relevant to the conversation how he's using it as well er as er bringing information to the conversation so here <SHOWS A VIDEO CLIP, P:08> so he's using the pointing just for er specific places and as well he's turning the page it's a way to showing that there is lot of thing that i want to talk about which are in the paper but turning the page as well he's using the whole format of the object it's not only one specific place in the TV-guide he's using he's just giving like some information to the co-participant how to use these objects to make a a a mutual understanding , so it's synchronisation again on that that pointing at different place make it relevant to the conversation so those specific places are very important for the conversation , so the physical structure of the text the indes- dexical gesture er for other specific places within the TV-guide and as well the vocal and the indexical ge- gesture make it more er relevant in the conversation <SHOWS A VIDEO CLIP, P:62> so he's using the format of the newspaper by pointing at s- specific heading operetto that's the name of this paper then i'm saying er housing it's not what he wants to talk about so we move on and we move to the advertising section and then so he's using the format and in every paper we've got a format with the front pages and you've got like a er news and then you've got erm er housing and then you we have advertising and and at the end you've got sports or whatever but he's using that he's pointing at it to make me know that actually he's using the heading in order to get to a specific part of it well sometimes these are not er er er , when they use textual er object like these they know it they know what they what they want to say they know where to find the information but they need to make an understanding to to the co-participant what they want to do why why is they want to use this specific paper to say something so we go through step-by-step going through the headings of the . <SIGH> go to the er physical and er textual layout of the newspaper he's using he's using the (xx) ge- er gesture for to look at the headings he's using as well the intonation for a specific content when we arrive in a in er advertising section he's pointing directly to the ad the ad actually is not exactly what what he wants to say but it's still on the way to reach what he really want to say so he's using when we get to the ad er the co-participant is offering a a logical er question or or check like you want to put you want to use this text then but actually it's not what he really want to do he's bringing another object in addition which i've got already a knowledge of it's like his own CD and then seeing the ad and his own CD the two object together make something meaningful of what he'd want to do wants to do so it's a whole process going from bringing the object showing the whole er format of the object then moving to a specific section within this er er newspaper and then try to make an understanding how we can produce wha- what he he really wants to do so he wanted to put an ad to find someone to to help him with his music composition , so . main conclusion what's happening is er er surrounding environment espes- especially erm especially er newspaper and magazine or books or maps are very very er er important resource for for aphasic because it's not only the object itself it's the content of the object he's bringing new information for the interaction because they get very frustrated in term when they try to communicate they can't find the word or they want to explain something but it's so hard for them so those object are so precious in their conversation and they use it so well they use the whole aspect of it not only the the meaning of the object but they use the format they use the the content the specific and they make different written object working together in order to to reach a meaning erm it's very very interesting how they place it how they they make it er interactionally relevant they use a specific time when the whole er parti- co-participant is available and er to make sure that there is er erm an understanding of why er how they use it and why they use it erm they use the format they use the content erm they use er , any type of object because we all share er the meaning of any specific object if i show you a computer you know what's a computer but no-one know what's inside my computer which file i've got in my computer i'm the only one who really know the content on it so in order for to make the the object relevant to the conversation the co-participant need to share the knowledge of what's inside this object so that's why most of the time the co-participant has to read aloud to make the understanding of what's happening and er er what's been inside this object so so the aphasic er try to give like er er some er guideline how to use the object by using the format for to map little bit how to make an understanding of what they want to to to say , so of course the object doesn't stand by itself it's er it's usually jus- in jux- juxtaposition with other resources of course eye-gaze intonation words when they've got it they they do use some some words when they they they have it they use it very precisely for example they can use this and they can er they use that and actually when they say these it's something very specific it's now that something we are going to talk about if you say that the meaning may be completely different idea okay it's that you are there you stay where you are i'm showing you but you leave some space i haven't finished what i try to say so it depends they use it very carefully which word they are using because of their limitation they can they , the all or context of the word is so important erm , yeah and the when it is placed in a in a conversation is is extremely er is extremely important so it's very important for the first of all (that) the recipients are available because it's not an easy object the whole gesture the whole body orientation is important so </S17>
