I Park
Biographic Data
| ID | 16629 |
|---|---|
| NAME | I Park |
| GIVEN NAMES | I |
| FAMILY NAME | Park |
| SIGNATURE | PARK I |
| AFFILIATIONS | West Chester University |
| ORCID | 0000-0002-5950-9122 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 55 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
The use of interlocking multi-unit turns in topic shifts
This paper examines multi-unit turns that allow speakers to retrospectively close the prior sequence while prospectively launching a new sequence, which Schegloff (1986) referred to as interlocking organization. Using English telephone conversations as data, we focus on how multi-unit turns are used for topic shifts, and show that interlocking organization operates in conjunction with other phonetic and lexical features, such as increased pitch a…
Problem presentations in workplace meeting interactions
Using video-recordings of faculty meetings in a U.S. school district as data, this conversation analysis (CA) study examined problem presentations in multi-party workplace interactions. In particular, the focus was on how the participants demonstrated self-efficacy and justified their requests for help in problem solving. Taking control over the trajectory of their talk through a narrative format, the participants provided a granular description …
The chair’s use of address terms in workplace meetings
This conversation analytic study investigates the chair’s practice of addressing participants in multiparty meeting interaction. Paying close attention to the participants’ verbal and embodied actions, I examine 12 h and 30 min of video-recorded faculty meetings in a U.S. school district. I focus on how the meeting chair uses terms of address (e.g., first name, occupational title) during the meetings. The analyses show that when the chair uses an…
Preference for self-registering in video call openings
Whole-Class Co-Construction in a High School Spanish Classroom
This study demonstrates how conversation analysis can illuminate the interactional practices through which the Present-Attention-Co-construction-Extension (PACE) approach to grammar instruction, which involves a guided, inductive co-construction of grammar rules with learners, is realized in the classroom. The data consist of three whole-class Co-construction discussions that occurred in three high school Spanish lessons on the pronoun se in non-…
Moving out of the here and now
Off-line learning in a rhythmic bimanual task
I’m sorry (to interrupt)
Contributing to research on workplace interactions and turn-taking practices, this conversation analytic study examines how people take turns during multi-party workplace meetings. In particular, we analyze 12 hours of video-recordings of faculty meetings at a U.S. school district, and show how meeting participants use explicit apology (e.g. I’m sorry; I’m sorry to interrupt) for turn-taking. The apology carries out interactional work in two ways…
Incomplete utterances as critical assessments
Using video recordings of draft meetings conducted as part of an intramural basketball program as data, this conversation analytic study examines the use of an incomplete utterance in a joint evaluative activity. In particular, we focus on how the participants, volunteer coaches, who meet to draft players for their respective teams, produce a syntactically incomplete utterance as a means to critically assess a player, a non-present third party to…
Turn-taking and the structural legitimization of bias
Reported thought as (hypothetical) assessment
Test taker-initiated repairs in an English oral proficiency exam for international teaching assistants
This paper is a conversation-analytic examination of video-recorded interactions between questioners and test takers during an English oral proficiency exam for international teaching assistants (ITAs). We focus on the test takers’ repair strategies identified in our data, and describe how distinct repair strategies influence the repair solution in the next turn. The test takers’ open-class repair initiator (e.g., “sorry?”) is likely to be treate…
Requests
Asking different types of polar questions
Using video recordings of one-on-one writing conferences as data, this conversation analytic study provides a sequential analysis of student-initiated question–answer sequences and demonstrates that the building of social interaction is contingent upon the composition of a turn as well as its position in the larger sequence. In particular, the article focuses on the distinct sequential environments in which students use yes/no interrogatives and …
Seeking advice
Marking an impasse
Marking an impasse
Seeking advice
Reported thought as (hypothetical) assessment
Turn-taking and the structural legitimization of bias
Asking different types of polar questions
Using video recordings of one-on-one writing conferences as data, this conversation analytic study provides a sequential analysis of student-initiated question–answer sequences and demonstrates that the building of social interaction is contingent upon the composition of a turn as well as its position in the larger sequence. In particular, the article focuses on the distinct sequential environments in which students use yes/no interrogatives and …
Whole-Class Co-Construction in a High School Spanish Classroom
This study demonstrates how conversation analysis can illuminate the interactional practices through which the Present-Attention-Co-construction-Extension (PACE) approach to grammar instruction, which involves a guided, inductive co-construction of grammar rules with learners, is realized in the classroom. The data consist of three whole-class Co-construction discussions that occurred in three high school Spanish lessons on the pronoun se in non-…
Requests
Incomplete utterances as critical assessments
Using video recordings of draft meetings conducted as part of an intramural basketball program as data, this conversation analytic study examines the use of an incomplete utterance in a joint evaluative activity. In particular, we focus on how the participants, volunteer coaches, who meet to draft players for their respective teams, produce a syntactically incomplete utterance as a means to critically assess a player, a non-present third party to…
Marking an impasse
Asking different types of polar questions
Using video recordings of one-on-one writing conferences as data, this conversation analytic study provides a sequential analysis of student-initiated question–answer sequences and demonstrates that the building of social interaction is contingent upon the composition of a turn as well as its position in the larger sequence. In particular, the article focuses on the distinct sequential environments in which students use yes/no interrogatives and …
Seeking advice
Test taker-initiated repairs in an English oral proficiency exam for international teaching assistants
This paper is a conversation-analytic examination of video-recorded interactions between questioners and test takers during an English oral proficiency exam for international teaching assistants (ITAs). We focus on the test takers’ repair strategies identified in our data, and describe how distinct repair strategies influence the repair solution in the next turn. The test takers’ open-class repair initiator (e.g., “sorry?”) is likely to be treate…
Requests
Reported thought as (hypothetical) assessment
Turn-taking and the structural legitimization of bias
I’m sorry (to interrupt)
Contributing to research on workplace interactions and turn-taking practices, this conversation analytic study examines how people take turns during multi-party workplace meetings. In particular, we analyze 12 hours of video-recordings of faculty meetings at a U.S. school district, and show how meeting participants use explicit apology (e.g. I’m sorry; I’m sorry to interrupt) for turn-taking. The apology carries out interactional work in two ways…
Incomplete utterances as critical assessments
Using video recordings of draft meetings conducted as part of an intramural basketball program as data, this conversation analytic study examines the use of an incomplete utterance in a joint evaluative activity. In particular, we focus on how the participants, volunteer coaches, who meet to draft players for their respective teams, produce a syntactically incomplete utterance as a means to critically assess a player, a non-present third party to…
Moving out of the here and now
Off-line learning in a rhythmic bimanual task
The chair’s use of address terms in workplace meetings
This conversation analytic study investigates the chair’s practice of addressing participants in multiparty meeting interaction. Paying close attention to the participants’ verbal and embodied actions, I examine 12 h and 30 min of video-recorded faculty meetings in a U.S. school district. I focus on how the meeting chair uses terms of address (e.g., first name, occupational title) during the meetings. The analyses show that when the chair uses an…
Preference for self-registering in video call openings
Whole-Class Co-Construction in a High School Spanish Classroom
This study demonstrates how conversation analysis can illuminate the interactional practices through which the Present-Attention-Co-construction-Extension (PACE) approach to grammar instruction, which involves a guided, inductive co-construction of grammar rules with learners, is realized in the classroom. The data consist of three whole-class Co-construction discussions that occurred in three high school Spanish lessons on the pronoun se in non-…
The use of interlocking multi-unit turns in topic shifts
This paper examines multi-unit turns that allow speakers to retrospectively close the prior sequence while prospectively launching a new sequence, which Schegloff (1986) referred to as interlocking organization. Using English telephone conversations as data, we focus on how multi-unit turns are used for topic shifts, and show that interlocking organization operates in conjunction with other phonetic and lexical features, such as increased pitch a…
Problem presentations in workplace meeting interactions
Using video-recordings of faculty meetings in a U.S. school district as data, this conversation analysis (CA) study examined problem presentations in multi-party workplace interactions. In particular, the focus was on how the participants demonstrated self-efficacy and justified their requests for help in problem solving. Taking control over the trajectory of their talk through a narrative format, the participants provided a granular description …
Psychology (15 works) · Computer Science (14 works) · Language, Discourse, Communication Strategies (14 works) · Communication (13 works) · Conversation (12 works) · Conversation analysis (11 works) · Discourse Analysis in Language Studies (10 works) · EFL/ESL Teaching and Learning (9 works) · Linguistics (9 works) · Communication (5 works)