Mind Your Language: Discourse Analysis of the Transcript - Case Study Example

Mind Your Language: Discourse Analysis of the Transcript Student Name: Lecturer: Table of Contents Conversation Analysis 1 Politeness Analysis 3 Topic 5 Power 6 Variables 8 Face Needs 10 Aspects of style 12 Context 14 Aspects 15 Appendix 17 References 19 Conversation Analysis The conversation analysis of the transcript in consideration aims to illustrate how jointly the participants (teacher and students) construct an interaction while constituting the context, which includes the participants’ identities (Stubbe et al, 2003). With regard to this therefore, it is important to understand that this is a planned conversation. Planned in the sense that as a routine class session, the participants expected. #A (Mr Brown): right now this evening we’re going to concentrate on the alphabet. I’m going around the class and I want each of you to give me a word beginning with a different letter of the alphabet. However, that would be an analyst’s assumption as routinely. All the same, Tom plans the next conversation by setting out what they will be talking that evening. For any conversation, predictability refers to who the next partner in a conversation will be (Takaguchi et al., 2011). In this transcript, it can be seen that leader of the conversation picks on who to talk next; by mentioning the name of the intended partner in the conversation. Referring to the transcript alone, it can be concluded that there are incidences of unpredicted partner in a conversation. Towards the end of the transcript for example, Ranjeet jumps into the conversation. #74 (Mr Brown): word beginning with the letter I #75(Ali): infidel #76(Ranjeet): are you meaning me? #77(Mr Brown): sit down #78(Ranjeet): jackass! #79(Ali): are you meaning me? #80(Ranjeet): most definitely From a basic look, it’s true that Ranjeet is an unpredicted member. However, looking at video, Ranjeet is expected to be the next partner because Ali points at him while mentioning the word “infidel”, which is more of an insult. As a matter of generalization, the whole conversation shows predictability of who the next partner in a conversation would be. May be just one case where Giovanni jumps into the conversation between Juan and Mr Brown to inform Juan what Mr Brown is talking about. #54(Mr Brown): would you like to give me a word beginning with the letter H #55(Juan): ahhh, eeh, was eeh, por favour? #56(Giovanni): alabra #57(Juan): ahhh alabra. Huly #58(Mr Brown): huly? Apart from predictability, contextually speaking, this conversation is formal, ascribing to the fact that learners answer the questions of the teacher (Mr Brown). Looking at the conversation, There is very little diversion of topic. Students just stick to answering the questions asked by the Mr Brown, however their interpretation is. For where there seems to be a misinterpretation in understanding, the partners always get back to agreeing. There tends to be contested issues though very little. On line 10 of the transcript, Ali contests Mr Brown’s decision which ends to show unshared understanding. The unshared understanding implying that they are both correct based on their own understanding. It ends up Ali and Max understanding of “a door” is frustrates Mr Brown who mistook it for “adore”. The interpretation remains contested and ends up with Mr Brown changing topic from back to asking for a new word. This is the one incidence of topic diversions in the conversation. #7(Mr Brown): good adore, well done #8(Ali): excuse me please! #9(Mr Brown): Yes Ali #10(Ali): I’m not understanding why you are saying a desk is not right but a door is right? #11(Mr Brown): Ah yes, well when Max said adore he was meaning the verb to adore ….. He didn’t mean a door, for example this door. Am I right Max? #12(Max): sure you are right, I’m meaning any door. #13Laughing … #14(Mr Brown): at this rate it will take us a week to get through the alphabet. Good we’ll try again Max, please give me a word beginning with the letter A. I don’t want any a something, just one word beginning with the letter A. Think of a fruit Co-operative efforts have been put in the conversation. This has made communication easy. For example, when Mr Brown dissuades a student from the current direction of behaviour, they conform. From the fact that Mr Brown controls the conversation to ensure each point is dealt with gives the conversation a lineal structure and gives it a look of a pre-planned conversation. Politeness Analysis For the part of the transcript, politeness has been greatly used. Use of certain words to challenge the have for example played a big role towards positive politeness. When Ali for example, challenges the teacher’s understanding of what Max may have meant, he uses the word please. There are face threatening acts (FTAs) that however threaten the hearer’s positive wants. For example, a disapproval of the levity in class (#42) as well as well as disillusionment at the rate of class understanding (#14). However, mitigative utterances (hedges) are used to lessen the impact of the utterances. The kind of superstrategy used here is the avoidance of FTA as described by Brown and Levinson (1987). The strategy just mitigates FTA without necessarily creating any form of social distance between the interactants. Positive politeness has been greatly used by the teacher (Mr Brown). Mr brown approves the correctness of the students answers. #7(M B): good adore, well done #18(M B): Good. The overall impact of the politeness as shown above is the establishment of a good rapport between the speaker and hearer. The good rapport is evident when the hearer of the positive politeness feels like they should continue with the interaction. When positive want of approval of the answer is fulfilled for Danielle, for instance, she feels like she should go continue #17(D): B for brown, #18(M B): Good #19(D): B for beautiful Use of question can also be used to foster politeness. It has been particularly used where the speaker is unsure of the answer. As seen on line 15 in the transcript, after many failed attempts, Max feels like another fail would damage the face of mr Brown. He then creates a distance between himself and the answer he gives in form of a question. This way he creates room for denying responsibility of exonerating himself from a wrong answer. This way he is polite #15(Max): Apple? By stating that he does not understand Mr Browns take on Max’s answer, he employs an off record politeness. He just does not directly question Mr Brown’s mistaken understanding of Max’s answer. The use of the first persona, particularly points out the indirect questioning more clearly. #10 (Ali): I’m not understanding why you are saying a desk is not right but a door is right? Although on record baldly is a not so good form of politeness, Mr Brown used it at some point. On line #38 of the transcript, Mr Brown addresses Giovanni without any form of redressive word/action. However, Giovanni takes to avoidance of FTA by implying a misinterpretation of intended meaning on Mr Brown’s side. #37(Giovanni): sure there is, my boss is English and he say lots of times. Frough fick and frough fin #38(Mr Brown): yes well your bosses grammar isn’t very good and don’t give me the old chestnut about his gramma being very good for her age #39(Giovanni): I’m not say that #40(Mr Brown): good In this context, it can be seen that there is reduced level of politeness whenever people of the same cultural needs address each other. This is especially true whenever people of a lower social class address one another or when the upper social class addresses the lower class (Wardhaugh 1992: 259). In sociolinguistics, this is called solidarity or rather the T form of social intimacy. It is evident towards the end of the transcript when the students address one another and also when Mr Brown tries to pacify the situation as shown in the following lines. #69(Ranjeet): are you meaning me? #70(Mr Brown): sit down #71(Ranjeet): jackass! #72(Ali): are you meaning me? #73(Ranjeet): most definitely #74(Ali): I’ll knock your dam turban off your monkey face #75(Mr Brown): quite please, sit down both of you. The transcript gives an illustration varied politeness needs: cultural or personal. Topic This conversation sticks to one topic given by Mr Brown. The whole session/conversation revolves around this topic. In other words, the topic takes control of the conversation. # A (Mr Brown): right now this evening we’re going to concentrate on the alphabet. I’m going around the class and I want each of you to give me a word beginning with a different letter of the alphabet. Mr Brown takes control of the topic and carries out topic maintenance where there seems to be shifts. For example, he (Mr Brown) pacifies the situation when Ranjeet and Ali seem to go for each other. #76(Ranjeet): most definitely #77(Ali): I’ll knock your dam turban off your monkey face #78(Mr Brown): quite please, sit down both of you. In order to keep the conversation going smoothly, there are several incidences of negotiated interactions. It includes; seeking clarification, repair of speech or at most times, politeness (as seen in an earlier discussion of politeness). It also includes speaking more deliberately for instance on line #42, Mr Brown deliberately reproaches the students to get serious. As seen later politeness takes a bigger chunk of the conversation as seen in the chapter of politeness. In order to take good control of a conversation one needs the power to do so. This is mainly achieved through the hierarchies of the conversation partners. Power As described earlier, Mr Brown takes control of the conversation. From this transcript, it can be seen that there’s an operatic jungle of both explicit and implicit power. Institutionally speaking, Mr Brown, the teacher has the power over the group of students. As seen throughout the conversation, he controls the direction of interaction. This is an explicit power. This is more of institutional power. However looking at it closely, it can be seen that Mr Brown exercises some kind of implicit power. He for example, being the “big guy” determines the experiences of the students. When for example he tries to demean Giovanni’s claim about his (Giovanni) Bosses English, presumably he does so because he feels he is better. Result; Giovanni feels sad(as far as the transcript can tell). #38(Mr Brown): yes well your bosses grammar isn’t very good and don’t give me the old chestnut about his gramma being very good for her age #39(Giovanni): I’m not say that This can be seen as a sense of bullying based on assumed power. This kind of power simply comes as a way personality. Similar situation arises when Ali and Ranjeet engage in an argument. Either of them feels some superiority over the other. Ali, by belittling seems to have power over Ranjeet by simply identifying him(Ranjeet) with a turban. This kind of power, as said, arises from, and connotes personality rather than hierarchy. If Ranjeet and Ali agree to calming down, then with the help of Mr Brown’s explicit power, their mutual implicit power will be referred to as negotiated power. That is; each of them assumes power implicitly. However, the transcript doesn’t extend towards that direction. For the case of explicit power noted above, there is a stronger power differential between Mr Brown and the students. It is very important in controlling the conversation as seen in cases where he appoints who to speak next. This power differential between Mr Brown and the students is a bit detrimental in that he can reproach a student without an equal hit back. May be it injures the victim’s spirit as seen on line #38 and #39 above. However, there is a weak power differential between students in the case of implicit power. For example, Ranjeet hits back at Ali and Ali at Ranjeet whenever prompted to do so. #74 (Mr Brown): word beginning with the letter I #75(Ali): infidel #76(Ranjeet): are you meaning me? #77(Mr Brown): sit down #78(Ranjeet): jackass! #79(Ali): are you meaning me? #80(Ranjeet): most definitely #81(Ali): I’ll knock your dam turban off your monkey face There are other dimensions of a conversation that require proper analysis. Variables for example. It is basically the user information. In this case, it means information about the interactant environment. Variables Among the variables for any interacting group is the age, gender, ethnicity, education, migration and religion to say the least. There are only three of the above mentioned that are evident in the transcript. They include education, gender, and ethnicity. From the fact that the students look not so informed, it can be said that they are not very educated. For example, the educated Mr Brown’s adore is mistaken for a door. The lack of education is also evident in the fact the students cannot relate alphabets to names. #2(Max): A desk, #3(Mr Brown): no Max that’s a D. #4(Max): alright, d desk #5(Mr Brown): no Max, desk does not begin with the letter A. I want a word beginning with the letter A #6(Max): Adore #7(Mr Brown): good adore, well done #8(Ali): excuse me please! #9(Mr Brown): Yes Ali #10(Ali): I’m not understanding why you are saying a desk is not right but a door is right? #11(Mr Brown): Ah yes, well when Max said adore he was meaning the verb to adore ….. He didn’t mean a door, for example this door. Am I right Max? #12(Max): sure you are right, I’m meaning any door. From the names, it can be concluded that the group constitutes both the male and female interactants. For example Anna implies female and Giovanni/Max implies male. However, this is an analyst’s own conventional understanding from social culture. The real video conforms to this anyway. The interactants belong to different ethnicity. From content of their speech, there are for example the Chinese(Su Li) and Spanish (Juan). The groups are seen to be acculturalised to their ethnicity. For example, they speak based on where they presumably come from. For example Juan speaks more with a Spanish orientation, and Su Li speaks more with reference to China. #46(Mr Brown): glate? #47(Su-Li): as in glate wall of China, built by Chinese workers #48(Mr Brown): ah yes thank you Su-Li ………. #51(Juan): por favor #52(Mr Brown): A, B, C, D, E #53(Juan): ahhh, ci, alphabeto, A, B, C, D, hehehehe #54(Mr Brown): would you like to give me a word beginning with the letter H #55(Juan): ahhh, eeh, was eeh, por favour? #56(Giovanni): alabra The differences in education as well education is not very significant. i.e similar education level. However, there is a significant difference between the teacher and the students. The interaction between the students impacts greatly on the face of the interactants. May be as noted in the direction conversation takes at a given point in time. Face Needs Face need is a very important thing. Bearing in mind that this a formal conversation involving a teacher and students, there’s a high level of cultural face needs. Cultural to mean that either of the conversation partners has cultural face needs. The cultural face needs have mainly been taken care of through negotiation. For example, when Max feels offensive, he tries not to offend Mr brown with an obvious wrong. He instead seeks to know if his answer is correct. This is addressing the face needs by negotiation. Face needs have also been addressed through accommodation. For example, if Mr Brown feels like the answer is close to correct but not necessarily correct, he accommodates it to make the students feel OK. In the case of Juan for example, says hacienda, Mr Brown accommodates it. #59(Juan): ci April, May Hune, Huly #60(Mr Brown): no Juan that’s a J, July. I want H #61(Juan): ha, ci, hacienda #62(Mr Brown): yeh, well I’ll accept that #63(Juan): por favor #64(Mr Brown): it’s alright, doesn’t matter, sit down. At some point, considering the Video itself, it can be said that Mask faces have been put in place to address the face needs. For example, Ali puts on a mask face when questioning Mr Brown’s understanding. #10(Ali): I’m not understanding why you are saying a desk is not right but a door is right? #11(Mr Brown): Ah yes, well when Max said adore he was meaning the verb to adore ….. He didn’t mean a door, for example this door. Am I right Max? To start with, there are two face needs noted. The negative (desire not to be imposed upon, intruded, or otherwise put upon) and positive (desire to be liked) face needs. There are face threatening acts (FTAs) that hurt the face needs. Mr Brown’s desire not to be challenged (negative face) is threatened when Giovanni mentions his bosses. He reacts accordingly by dismissing Giovanni’s challenge in a rather admonishing way. #37(Giovanni): sure there is, my boss is English and he say lots of times. Frough fick and frough fin #38(Mr Brown): yes well your bosses grammar isn’t very good and don’t give me the old chestnut about his gramma being very good for her age There have been FTAs that threaten the positive face. For example, Ali and Ranjeet going for each other towards the end of the transcript. #68(Ali): infidel #69(Ranjeet): are you meaning me? #70(Mr Brown): sit down #71(Ranjeet): jackass! #72(Ali): are you meaning me? #73(Ranjeet): most definitely #74(Ali): I’ll knock your dam turban off your monkey face However, for most of the FTAs, there has been some element of stasis. For example, threatening the Mr Brown’s negative face is responded to with by the same FTA towards Giovanni by telling him off as seen on line #38. Bearing in mind that Mr Brown does so to silence Giovanni, it remains very apparent that he does that as effect for hierarchy. From the transcript, it can be seen that multiple aspects of style have been employed in the conversation. As discussed in the following chapter of analysis. Aspects of style The conversation has very few occasions of interruption. It occurs when Juan interrupts Mr Brown. Giovanni also interrupts to clarify for Juan what Mr Brown means. The conversation is predominated by turn taking where students talk after Mr Brown especially when answering the questions. Although organized, there are a few incidences of overlap. This is particularly evident when Mr Brown tries to interpret what students should have meant. #37(Su-Li): as in glate wall of China, built by Chinese workers #38(Mr Brown): ah yes thank you Su-Li However, the conversation contains various incidences of misunderstanding or more precisely, misinterpretation. The lecturer misunderstands, for example, Max’s a door for adore. Like any other misunderstood statements, there are incidences of pause between conversations. When for example Mr Brown tries to understand Giovani’s word “fick”. He pauses before concluding that there is no such a word as fick in English. Another important aspect of style is the facial expression. When for example Ranjeet feels insulted, by Ali (towards the end of the transcript), he looks at Ali with wide eyes open. This is an expression of disappointment. Similarly, when Mr Brown reproachfully talks to students, he changes face to befit the same notion. He longer looks smiling (as can be seen in the video.). As said earlier, there are cases of misunderstanding in this conversation. Some of the misunderstandings include taking offence. For example, Ranjeet misunderstands Ali’s statement as an insult to him then takes offence. It then cascades down to aggression towards each between the two. Talk of aggression, it involves loudness in their conversation as they talk at each other. This brings about the aspect of intonation. One other aspect of intonation is the lowering (tonal variation) by Mr Brown whenever he acts to agree with an answer. The words Ah and Ahhhh, for example, have been used to lower intonation. #59(Mr Brown): ah yes thank you Su-Li #60(Juan): hello #61(Mr Brown): ahhhh Juan, we were just going through the alphabet Gestures are also evident in this conversation as an aspect of style. Su Li for example (as seen in the video) gestures using hands. The conversations also involves corrections. As a matter of general prosody, there are incidences anger, for example Ali angers Ranjeet who in turn angers him back through a fight of words. The students, as seen by Mr Browns general reactions, anger him by not seeming so serious about their classwork. He is angered to the extend that he sometimes “scoffs” back. This striking back makes the addressees feel sad. When, for example, Mr Brown feels angered by Giovanni’s argument, he admonishes him. This makes Giovanni sad in turn as seen in the following excerpt.. #39(Giovanni): sure there is, my boss is English and he say lots of times. Frough fick and frough fin #40(Mr Brown): yes well your bosses grammar isn’t very good and don’t give me the old chestnut about his gramma being very good for her age #41(Giovanni): I’m not say that #42(Mr Brown): good #43(Giovanni): she’s dead People with slang profundity can try to make some sense of forbidden “F” in Giovanni’s speech. By explaining about the boss’s use of the word, some people can make out a forbidden word from the work “F”. Just like the aspects of style of given conversation, it is also important to understand the context of the conversation. The next chapter describes the context of the conversation in the transcript under consideration. Context Putting this conversation, it is a conversation between a teacher and students. By description, it fits public setting more than private setting. It involves asking students questions. The answers given sometimes are far from expected. However Mr Brown accepts them depending on the context of using the letters of alphabet needed. For example he accepts SU Li’s answer of “glate”. The first letter is what matters so he accepts “glate” for “great” on the context of the first letter. This is contextualisation. However, based on this very concept, he ought to have accepted Giovanni’s “Fick”. After all it starts with the letter “F” as needed. He however dismisses it saying there is no such a word as fick. This is just one case of decontextualization witnessed in this transcript. However, these two can be explained by a fact that background information plays in a conversation. From an analyst’s point of view, when SU Li explains mentioning Chinese workers and the wall, it invokes memory about the famous great wall constructed by the Chinese workers and decides to contextualise it. For Giovanni’s case, his explanation most likely invokes Mr Brown’s background information about a forbidden word, which in fact seems to irritate him bad enough to provoke bad remarks about the Giovanni’s bosses as seen below. #35(Giovanni): fick #36(Mr Brown): fick? #37(Giovanni): that’s right #38(Mr Brown): no there’s no such word as fick #39(Giovanni): sure there is, my boss is English and he say lots of times. Frough fick and frough fin #40(Mr Brown): yes well your bosses grammar isn’t very good and don’t give me the old chestnut about his gramma being very good for her age Talk about Giovanni's case, he was just trying to borrow information from a different context to use in the context of this transcript. Although it never worked for him, in the context of the transcript, this is recontextualization. Taking the same contexts of SU Li and Giovanni, it suffices to say that a number of contextual cues that try to enable the addressee understand the intended meaning. They both try to explain for Mr Brown to get the clue of what they intend to mean. By topical interest, this transcript focuses on the names starting with a particular letter of alphabet that students should stick to. However, a closer analysis of the transcript goes beyond this to a wider discourse of human interaction. For example, Ali and Ranjeet argue up to the point of engaging into near physical fight as seen towards the end of the transcript on line #70 to #77 (see transcript in the appendix). Aspects In any normal interaction, there usually are various aspects of the interaction/conversation. This particular one in no exception. Conventional implicature for example is used to drive a commonly understood notion home for Juan by Mr Brown. He says he would accept Juan’s answer although there could be a better one. #62(Mr Brown): yeh, well I’ll accept that. Non-conventional implicature is also evident when the hearer can have a pragmatic understanding of a statement. For example line #38 #38(Mr Brown): yes well your bosses grammar isn’t very good and don’t give me the old chestnut about his gramma being very good for her age Mr Brown would have meant that Giovani’s boss’s English is substandard/inferior. It is evident on line 74 that a conversation can easily get to intimidation. For example, Ali uses the Ranjeet’s turban to connote a lesser being. This is verbal intimidation. The going for each other (implied when Mr Brown tells them to sit) is implicit of physical intimidation between interactants. #74(Ali): I’ll knock your dam turban off your monkey face #75(Mr Brown): quite please, sit down both of you. Use of metaphorical expressions is evident in this interaction. Metaphors may have been used to impose a meaning or for verbal intimidation, as well for example Ali may have likened Ranjeet to a monkey just to make him feel less important in that particular case or create a different social hierarchy for Ranjeet. Misunderstanding between interactants is also common in this interaction. For example, Max does not understand what he is being asked. Neither does Mr Brown understand Max’s pronunciation of adore to mean a door. He neither understands Su Li’s meaning of “glate”. Under these circumstances, explanation is a very important tool for correcting the misunderstanding. Su Li explains to imply correct “glate” for great, Ali explains Max’s a door mistaken for adore. Watching the video, these misunderstanding has been used to bring about humour. #6(Max): Adore #7(Mr Brown): good adore, well done #8(Ali): excuse me please! #9(Mr Brown): Yes Ali #10(Ali): I’m not understanding why you are saying a desk is not right but a door is right? #11(Mr Brown): Ah yes, well when Max said adore he was meaning the verb to adore ….. He didn’t mean a door, for example this door. Am I right Max? #12(Max): sure you are right, I’m meaning any door. Laughing … #46(Mr Brown): glate? #47(Su-Li): as in glate wall of China, built by Chinese workers #48(Mr Brown): ah yes thank you Su-Li For more detail on the interaction, see the appendix below Appendix Transcript of Mind your language – Hello Sailor A) Mr Brown: right now this evening we’re going to concentrate on the alphabet. I’m going around the class and I want each of you to give me a word beginning with a different letter of the alphabet. 1. Mr Brown: Max we’ll start with you A for A. /ꜳ/ 2. Max: A desk, 3. Mr Brown: no Max that’s a D. 4. Max: alright, d desk 5. Mr Brown: no Max, desk does not begin with the letter A. I want a word beginning with the letter A 6. Max: Adore 7. Mr Brown: good adore, well done 8. Ali: excuse me please! 9. Mr Brown: Yes Ali 10. Ali: I’m not understanding why you are saying a desk is not right but a door is right? 11. Mr Brown: Ah yes, well when Max said adore he was meaning the verb to adore ….. He didn’t mean a door, for example this door. Am I right Max? 12. Max: sure you are right, I’m meaning any door. 13. Laughing … 14. Mr Brown: at this rate it will take us a week to get through the alphabet. Good we’ll try again Max, please give me a word beginning with the letter A. I don’t want any a something, just one word beginning with the letter A. Think of a fruit 15. Max: Apple? 16. Mr Brown: Good, Danielle B 17. Danielle: B for brown, 18. Mr Brown: Good 19. Danielle: B for beautiful 20. Mr Brown: Yeh, thank you Danielle. Anna C 21. Anna: Red 22. Mr Brown: Red? What’s that got to do with C 23. Anna: Red sea 24. Mr Brown: I want a word beginning with the letter C 25. Anna: cow 26. Mr Brown: Yes, well done. Taro D 27. Taro: ahso, darko 28. Mr Brown: darko? well dark 29. Taro: dark k 30. Mr Brown: good, Jamila E 31. Jamila: hevening 32. Mr Brown: good, excellent, well done. Giovanni F 33. Giovanni: fick 34. Mr Brown: fick? 35. Giovanni: that’s right 36. Mr Brown: no there’s no such word as fick 37. Giovanni: sure there is, my boss is English and he say lots of times. Frough fick and frough fin 38. Mr Brown: yes well your bosses grammar isn’t very good and don’t give me the old chestnut about his gramma being very good for her age 39. Giovanni: I’m not say that 40. Mr Brown: good 41. Giovanni: she’s dead 42. Mr Brown: everybody look there’s far too much levity in this class, don’t forgot that you have your exams coming up shortly and try and take it seriously please. Giovanni a word beginning with F 43. Giovanni: female 44. Mr Brown: good well done. Su-Li G 45. Su-Li: glate 46. Mr Brown: glate? 47. Su-Li: as in glate wall of China, built by Chinese workers 48. Mr Brown: ah yes thank you Su-Li 49. Juan: hello 50. Mr Brown: ahhhh Juan, we were just going through the alphabet 51. Juan: por favor 52. Mr Brown: A, B, C, D, E 53. Juan: ahhh, ci, alphabeto, A, B, C, D, hehehehe 54. Mr Brown: would you like to give me a word beginning with the letter H 55. Juan: ahhh, eeh, was eeh, por favour? 56. Giovanni: alabra 57. Juan: ahhh alabra. Huly 58. Mr Brown: huly? 59. Juan: ci April, May Hune, Huly 60. Mr Brown: no Juan that’s a J, July. I want H 61. Juan: ha, ci, hacienda 62. Mr Brown: yeh, well I’ll accept that 63. Juan: por favor 64. Mr Brown: it’s alright, doesn’t matter, sit down. 65. Mr Brown: Ali I 66. Ali: I, you are what? 67. Mr Brown: word beginning with the letter I 68. Ali: infidel 69. Ranjeet: are you meaning me? 70. Mr Brown: sit down 71. Ranjeet: jackass! 72. Ali: are you meaning me? 73. Ranjeet: most definitely 74. Ali: I’ll knock your dam turban off your monkey face 75. Mr Brown: quite please, sit down both of you. References STUBBE, M., LANE, C., HILDER, J., VINE, E., VINE, B., & MARRA, M. et al. (2003). Multiple Discourse Analyses of a Workplace Interaction. Discourse Studies, 5(3), 351-388. http://dx.doi.org/10.1177/14614456030053004 Takaguchi, T., Nakamura, M., Sato, N., Yano, K., & Masuda, N. (2011). Predictability of Conversation Partners. Physical Review X, 1(1). http://dx.doi.org/10.1103/physrevx.1.011008 Read More