Conversation Analysis

Rosa María Quijada Maldonado

 Introduction

Communication is not only a message, is a matter of several implications

and factors that interfere with and give sense to the message. These several
factors must be analyzed in a natural or a methodological way to get the message
clearly.

Under the theory of Dell Hymes a conversation analysis we can identify the
components and code the message. Analyzing a conversation gives certain
information that couldn’t be given just by words, but phrases and emotions can
complete the message. The people who are talking and when, and where they are
can change the message, so, is very important to understand the different factors
that the conversation is developed into and code the real and complete message.

As a teacher is very important to identify cultural aspects and the contexts of

real conversations, the reason is, that as we have to improve our students’ skills
we have to introduce them into a real life and a significative production of speech
as well.

In this analysis we can identify factors in which the conversation is set and
the actors that are involved, their context and the situation that could generate it.
 Conversation

Creating a study group

Ali: Hey, you guys, I've been looking for you. I've got an idea – a study group.
What do you think? Are you interested?

Dina: Yes! I need a study group, in a big way.

Bea: Me too.

Ali: Do you think we have enough people here for a study group? I mean, there are
only four of us …

Bea: Sorry. Three of us. Chris can't do study group. Right, Chris?

Chris: Yeah, there's no way I can do a study group. I have an assignment and

then I'm too busy. But I'll stay for this first meeting.

Ali: Should we try and get another group together with us for this?

Bea: No, I don't think so. I think three is fine. Ideal size, really.

Dina: Me too.

Ali: OK, three people then. Four people for the first meeting. What next?

Bea: What about a meeting place? We can't meet here in the library …

Ali: It's not too bad, especially if those other people would go away.

Bea: But we can't exactly ask them to leave, and people might get annoyed with us
talking.

Dina: Can I say something here?

Ali: Sure, go ahead.

Dina: There's a study hall next to the cafeteria. It's almost always empty. Could we
meet there?
Ali: A study hall?! Who knew? Well, it sounds good to me.

Bea: Yeah. I've never been there but …

Ali: So, we ought to decide how long for and how often.

Dina: I read somewhere that you should make the meeting at the same time each
week. Like a seminar. That way we'd take it more seriously.

Bea: We may as well make it for this time since we're all here. Is this time OK?

Dina: Works for me.

Ali: Me too.

Chris: Hang on just a minute. I know I'm not going to be in this group, but aren't we
supposed to have a seminar at this time every other week?

Dina: Umm, no.

Bea: Thursday, no? 

Ali: No, that's on Thursday. 

Chris: Sorry. Forget I said anything.

Ali: Don't worry about it.

Bea: So everyone agrees that this time is fine? Every week?

Ali: How long should we make it?

Bea: An hour?

Dina: Could we find a way of making it two hours?

Ali: Two hours seems a bit like … too much. To start with then?

Bea: Ninety minutes? Compromise?

Ali: Is that OK with you, Dina?

Dina: Fine by me.

Ali: OK, so I guess all we have left to decide is exactly what we'll do when we
meet. The final exam is a way off. I guess we could review our notes, or practice
learning things by heart.

Dina: I have a list of dos and don'ts actually that I got online. I could be a
moderator, and we could use the ideas as a starting point …

Analysis

The better place for a group of classmates

to have a conversation is the school. And
Setting and Scene

the scene where they are is a place at Bea: What about a meeting

school in an everyday situation. In this case, place? We can't meet here
they are very clear and said the place is the
Theory of Dell Hymes

in the library …
library and the scene is a typical one where
the students are looking for information and
socializing.
Firstly, we will point the speaker and the Speaker:
audience. Ali is the speaker and his Ali
Participants

classmates are the audience. Audience:

Ali is who starts and guide the conversation, Dina
the other are part of it and they enrich the Bea
main idea. Chris
 Ali: Hey, you guys, I've been
looking for you. I've got an
idea – a study group. What
do you think? Are you
interested?
The purpose of the conversation is to create
Bea: No, I don't think so. I
a study group whit the main objective to help
think three is fine. Ideal size,
Ends

each other. They have to set the participants

really.
and the place where they are going to meet,
and how much time they will be together. Bea: What about a meeting
place? We can't meet here
in the library …

Ali: How long should we

make it?

Analyzing the conversation it’s very clear the Ali: Hey, you guys, I've been
sequence of the events. looking for you. I've got an
Firstly, Ali set the study group idea, then his idea – a study group. What
partners were giving more ideas and do you think? Are you
answered his questions, such as how many interested?
of them are agree to be in.
Ali: Do you think we have
Next, they have an argument about the
enough people here for a
Act Sequence

place and decide together on the study

study group? I mean, there
room.
are only four of us
Finally, they talk about how long will be the
meetings. Dina: There's a study hall
next to the cafeteria. It's
almost always empty. Could
we meet there?

Ali: So, we ought to decide

how long for and how often.
 As the conversation expressed students are
having a friendly conversation with the only Bea: So everyone agrees

aim of agreeing and making decisions that that this time is fine? Every

Key are good for everyone. They are democratic week?

and all the opinions are important.

Chris: Hang on just a
minute. I know I'm not going
Instrumentalities

In this friendly and informal conversation,

the students are eloquent and propositive, to be in this group, but aren't

they make and answer questions, they also we supposed to have a

talk about topics and places they all know. seminar at this time every
other week?

Dina: Can I say
The students are very polite and they
something here?
respect others’ opinions, they apologize if
Norms

they interrupt, and are paying attention to Ali: Is that OK with you,
others’ interventions. Dina?

Ali: OK, so I guess all we

have left to decide is
exactly what we'll do when
Finally, I can identify the conversation as an
argument, where the participants are trying we meet. The final exam
Genre

to make decisions that are good for is a way off. I guess we

everyone. could review our notes, or
practice learning things by
heart.
 Conclusion

Analyzing the conversation allows me to identify the different components

and factors that are involved during it. And the whole elements that affect it. The
analysis determines the aim of the conversation and how it is developed.

The conversation by itself doesn’t give information about the context but by
analyzing it, we can understand the context and the disposition of each participant.
And I can see they are school friends and they are good at working together, they
trust each.

The conversation doesn’t have an end but I can declare that when they
make the main decisions, they start agreeing about the topics and the things they
will do after that conversation.
 References

Universidad IEXPRO (2010). English in the Community – Sociolinguistics,

Anthology. 19 – 29

[Link]
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