This module explores the theory, methodology and application of Interactional Sociolinguistics.  It critically examines the link between linguistic features used in interaction, their social function, and the identities they construct.  It explores the constitutive nature of social interaction in the formulation and performance of identity, in relation to age, gender, sexuality and membership of social groups, and in relation to power and asymmetry in professional and institutional roles, through studying data from a range of social contexts.

The module aims to develop knowledge, understanding and skills in studying social interaction and to equip students with skills to compare and evaluate theories, to collect, transcribe and analyse data, and to present in oral and written forms project work on various aspects of social interaction.  

Knowledge and understanding

• Describe, evaluate and apply different theoretical models and analytical tools to study social interaction.
• Understand how spoken data should be collected, presented, and transcribed.
• Recognise and analyse socially and culturally significant aspects of social interaction.

Skills

• Plan and present research.
• Gain understanding of and practice in data collection, transcription and the analysis of interactional data.
• Summarise, discuss and critically evaluate relevant literature on social interaction.

Timetabled sessions include 2 lectures and 1 seminar per week.  During seminars, you will be required to make presentations and/or lead discussion, as well as take an active part in discussions.  Lectures are usually supplemented with PowerPoint slides and handouts summarising content at a reasonable level of detail. These are usually made available on Learning Central. Students are encouraged to discuss any specific access needs with staff in advance of taking this module.

In addition to the skills above, students will:

• further develop their abilities to put forward arguments in a small group environment
• further develop discussion skills
• further develop oral and visual presentation skills
• the module is also relevant to all the employability pathways.

The module is assessed by 100% Coursework, consisting of 25% written review of set reading and 75% research project.  There is also a formative element which involves a presentation of the project plan which will receive feedback, but will not contribute to the mark.

The Critical Review will require students to choose from a selection of research articles on social interaction and write a short summary and critique of the research in the context of their wider reading.

The project will involve collecting and analysing interactional data from either a social or workplace setting, focusing on the social function of a particular linguistic feature.  The research questions will be specified by Week 2 of the module.  The research project will demonstrate the student’s ability to work independently and to design a piece of research to answer a specific question.  The project also involves a formative presentation of the plan to the class, and the student is expected to use the feedback received in this to further develop their project.

The module is assessed according to the Assessment Criteria set out in the English Language Undergraduate Student Handbook. The requirement that students demonstrate ability to design, present and execute research on authentic social interaction will restrict the availability of alternative forms of assessment as an adjustment for students with disabilities.  Otherwise there are no academic or competence standards which limit the availability of adjustments or alternative assessments for students with disabilities.

Topics covered in the module include:

• Key topics in interactional sociolinguistics.
• Intercultural (mis)communication.
• Facework and Politeness.
• Ritualised communication, small talk and gossip.
• The social function and negotiation of humour in interaction.
• Narrative: the interactional significance of telling stories
• Identities in talk: how speakers construct and jointly negotiate their identities in talk.
• Language in the Workplace: interaction in meetings and service encounters.
• Leadership as a sociolinguistic practice.

Coupland, N. and Jaworski, A. (eds.) (2009) The New Sociolinguistics Reader. Basingstoke: Palgrave Macmillan.

Benwell, B. and Stokoe, E. (2006) Discourse and Identity. Edinburgh: Edinburgh University Press.

Drew, P. and Heritage, J. (1992) Talk at Work.  Cambridge: Cambridge University Press.

Holmes, Janet and Maria Stubbe. (2003) Power and Politeness in the Workplace: A Sociolinguistic Analysis of Talk at Work.  Harlow: Longman.

Jaworski, A. and Coupland, N. (eds). (2006, 2nd ed). The Discourse Reader. London:

      Routledge.

van Dijk, T. A. (1997) (ed.) Discourse as Social Interaction. London: Sage.

Schiffrin, D. Tannen, D. and Hamilton, H. (2001) The Handbook of Discourse Analysis. Oxford: Blackwell (2003, available as electronic book)

A course pack of readings will be provided to support this module.

Coupland, N. and Jaworski, A. (eds.) (2009) The New Sociolinguistics Reader. Basingstoke: Palgrave Macmillan.

Benwell, B. and Stokoe, E. (2006) Discourse and Identity. Edinburgh: Edinburgh University Press.

Drew, P. and Heritage, J. (1992) Talk at Work.  Cambridge: Cambridge University Press.

Holmes, Janet and Maria Stubbe. (2003) Power and Politeness in the Workplace: A Sociolinguistic Analysis of Talk at Work.  Harlow: Longman.

Jaworski, A. and Coupland, N. (eds). (2006, 2nd ed). The Discourse Reader. London:

      Routledge.

van Dijk, T. A. (1997) (ed.) Discourse as Social Interaction. London: Sage.

Schiffrin, D. Tannen, D. and Hamilton, H. (2001) The Handbook of Discourse Analysis. Oxford: Blackwell (2003, available as electronic book)

A course pack of readings will be provided to support this module.