This seminar will be conducted by 3-hour online Zoom sessions for four days: Saturday, February 25, Sunday, February 26, Saturday, March 4 and Sunday, March 5 from 10:00 to 13:00 (JST). Students taking this seminar for credit must attend all four days. Students can add/drop this seminar course by 14:00 on Saturday, February 25.
The pre sign-up (or course registration for those who are taking this seminar for credit) is required for anybody attending the public session on Saturday, February 25 from 10:00 to 13:00. The sign-up process must be completed through "Distinguished Lecturer Series Seminar Sign-Up Form" that is available on TUJ Grad Ed website. The sign-up deadline is Friday, February 24 at 12:00. The public session Zoom link will be provided to those people who completed the online sign-up (or course registration) process by 18:00 on Friday, February 24.
Storytelling, a ubiquitous activity across societies and cultures, has been a topic of study in many academic disciplines and research traditions. For the most part this research examines the story as a particular genre. By contrast, research on discourse in interaction is interested in the telling of stories as a social practice. The seminar will investigate storytelling from the perspective of conversation analysis and cognate approaches. This research literature explicates how participants achieve storytelling as a co-operative activity. In particular, it reveals how the telling is connected to the preceding talk, how storytellings unfold as sequences of ordered phases, and how the recipients participate in the telling and respond to it. The introductory lecture will describe these generic properties and illustrate how they are achieved through multimodal practices, including talk and embodied conduct such as gaze, facial expression, and gestures.
In the following sessions, they will explore these topics further, with a view to how storytellings accomplish actions, identities, and relationships in everyday conversation and institutional settings, including second language classrooms. Based on naturalistic data from a range of sources, they will also consider storytellings as sites for displaying emotions and attitudes, establishing and affirming membership in a community, and language socialization and learning.