Dialogue interpreting as intercultural mediation : integrating talk and gaze in the analysis of mediated parent-teacher meetings
This study explores how the positioning of dialogue interpreters is shaped in mediated interaction through the combined investigation of two main units of analysis, i.e. assessments and gaze. The data used consists of a small corpus of authentic, video-recorded, mediated interactions in English and Italian. These encounters take place in pedagogical settings; in particular, the specific type of institutional talk analysed is that of mediated parent-teacher meetings, which represents uncharted territory for interpreting studies. An interdisciplinary approach encompassing conversation analysis and studies on non-verbal communication is adopted to explore how interactants orient to both verbal and non-verbal activities (mainly gaze) in the production and monitoring of each other's actions, in the initiation and maintenance of social encounters, and in the co-construction of meaning and participatory framework. As for the verbal dimension, this thesis focuses on assessments, given that evaluative talk characterises the interactions under scrutiny. In particular, some tendencies (namely upgrading and downgrading renditions) in the way interpreters handle utterances embedding evaluative assessments have been identified,
Davitti, Elena
Dialogue Interpreting ; Intercultural Mediation ; Conversation Analysis ; Gaze
Dialogue interpreting as intercultural mediation : integrating talk and gaze in the analysis of mediated parent-teacher meetings. This study explores how the positioning of dialogue interpreters is shaped in mediated interaction through the combined investigation of two main units of analysis, i.e. assessments and gaze. The data used consists of a small corpus of authentic, video-recorded, mediated interactions in English and Italian. These encounters take place in pedagogical settings; in particular, the specific type of institutional talk analysed is that of mediated parent-teacher meetings, which represents uncharted territory for interpreting studies. An interdisciplinary approach encompassing conversation analysis and studies on non-verbal communication is adopted to explore how interactants orient to both verbal and non-verbal activities (mainly gaze) in the production and monitoring of each other's actions, in the initiation and maintenance of social encounters, and in the co-construction of meaning and participatory framework. As for the verbal dimension, this thesis focuses on assessments, given that evaluative talk characterises the interactions under scrutiny. In particular, some tendencies (namely upgrading and downgrading renditions) in the way interpreters handle utterances embedding evaluative assessments have been identified,
dialogue interpret intercultural mediation integrating talk gaze analysis mediate parent teacher meeting study_explore position dialogue interpreter shape mediate interaction combine investigation two_main unit analysis assessment gaze data_use consists small corpus authentic video recorded mediated interaction english_italian encounter take_place pedagogical setting particular specific_type institutional talk analyse mediate parent teacher meeting represent territory interpret study interdisciplinary encompass conversation_analysis study non_verbal communication adopt explore interactants orient verbal_non verbal activity mainly gaze production monitoring action initiation maintenance_social encounter construction meaning participatory framework verbal dimension focus assessment give evaluative talk characterise interaction scrutiny particular tendency namely rendition way interpreter handle utterance embed evaluative assessment identify