Displaying, contesting and negotiating epistemic authority in social interaction: Descriptions and questions in guided visits
Displaying, contesting and negotiating epistemic authority in social interaction: Descriptions and questions in guided visits
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在社交互动中展示、争论和协商认知权威：引导参观中的描述和问题
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发表时间：
2013
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通讯作者：
L. Mondada
中科院分区：
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作者：
L. Mondada
本文有助于对话分析领域正在进行的研究，该研究涉及认知权威在社交互动中的展示、主张、争论和协商的方式。更具体地说，它侧重于行动格式、顺序组织、成员分类和认知权威之间的衔接。本文对社交聚会中知识的传播和认可方式进行了实证分析，特别关注引导参观。引导参观是这种分析的一个明显的背景，因为这是一种引导者在评论和解释中展示知识，引导者在问题中寻求知识的活动。然而，这种知识分配经常受到挑战。这篇文章对以“et là”开头的一系列序列进行了系统的研究，并在环境中定位新的指称，无论是在通知中还是在问题中。虽然前者经常由引导者产生，假设已知（K+）状态，而后者则由被引导者产生，假设不知道（K−），但可以观察到被引导者发起的信息，通过这样做，引导者声称对其认知权威进行了修正。同样，在第二位置，问题通常由指南回答，但也可以由另一个人回答，主张替代的认知权利。通过研究这些环境中回合和动作设计的细节，文章展示了它们如何再现和确认参与者当前的认知状态，或者挑战、协商和改变他们。后一个案例特别揭示了这样一个事实：认知状态和立场不断地被社会互动的参与者反射性地（重新）阐述。
This article contributes to ongoing studies in conversation analysis dealing with the way in which epistemic authority is displayed, claimed, contested and negotiated in social interaction. More particularly, it focuses on the articulation between action format, sequential organization, membership categorization and epistemic authority. The article offers an empirical analysis of the way in which knowledge is distributed and recognized in social gatherings, with a special focus on guided visits. Guided visits are a perspicuous setting for this analysis, since it is an activity in which the guide displays knowledge in comments and explanations and the guided seeks for knowledge in questions. However, this distribution of knowledge is regularly challenged. The article offers a systematic study of a collection of sequences initiated by turns beginning with ‘et là’ and locating a new referent in the environment, either in informings or in questions. While the former are frequently produced by the guide, assuming a knowing (K+) status, and the latter by the guided, assuming a not knowing (K−), it is possible to observe informings initiated by the guided, who, by so doing, claims a revision of his or her epistemic authority. Likewise, in second position, questions are generally answered by the guide, but can also be answered by another person, claiming alternative epistemic rights. By examining the details of turn and action design in these environments, the article shows how they either reproduce and confirm the current epistemic status of the participants or challenge, negotiate and transform them. The latter case is particularly revealing of the fact that epistemic status and stance are constantly reflexively (re)elaborated by the participants in social interaction.