Fiedler, Sophia

2022, Fiedler, Sophia

Cet article étudie le discours rapporté en français parlé à partir de trois introducteurs : être là, faire (à quelqu’un) et se dire . Ces clauses « introduisent » des citations de formats divers : sons, clauses complètes et/ou mouvements du corps. Les recherches pionnières sur la langue parlée ne s’accordent pas sur le statut syntaxique des citations : alors que Blanche-Benveniste (1988) soutient que les citations directes sont grammaticalement « informes », de Cornulier (1978) n’exclut pas qu’elles aient un statut de complément. En examinant 12h d’enregistrements vidéo de conversations quotidiennes, l’article illustrera le fait que l’intégration des mouvements corporels dans une grammaire de la langue parlée peut être utile. L’apport de la linguistique interactionnelle montrera qu’ être là, faire (à quelqu’un) et se dire sont fonctionnellement distribués dans l’interaction.

2020, Apicella, Elisabeth, Dressel, Dennis, Fiedler, Sophia

2021-10-22, Stoenica, Ioana-Maria, Fiedler, Sophia

One of the most frequent verbal expressions that people use when interacting with each other in French is tu vois ‘you see’ (Cappeau 2004). Drawing on interactional linguistics and multimodal analysis, we examine the interactional functioning of this verbal expression when occurring in turn-final position. Previous studies on tu vois ‘you see’ in this position document only its use for marking the end of an utterance or for turn-yielding. The following aspects have thus far remained unexplored: The interactional environment in which the construction occurs, how it is connected to the speaker’s embodied conduct, the way in which it contributes to mobilizing a response from the recipient, as well as the nature of this response. Our paper addresses these issues and shows that turn-final tu vois ‘you see’ is systematically produced with a final rising intonation and coupled with the speaker’s gaze directed to the recipient. This multimodal practice is recurrently deployed in turns conveying the speaker’s emotional stance, in turns performing a dispreferred action, like disagreeing, and in turns claiming insufficient knowledge. The response that is invited using this multimodal practice is distinctly tailored to each of these actions: an affiliative response, an aligning response, and a response addressing the prior speaker’s claim of insufficient knowledge from the recipient’s own point of view. By presenting an in-depth study of the action sequences in which tu vois ‘you see’ is employed, as well as of its multimodal packaging, this contribution highlights the prospective, i.e. response-mobilizing potential of this interactional resource and shows that its use entails sequential implications even when it accompanies actions that project only weakly a response from the recipient.

2020-1-1, Fiedler, Sophia

This article examines how French tu sais (you know') is used in everyday talk-in-interaction. In standard grammar, savoir ('to know') is described as a transitive verb. In spoken language, however, the complement of savoir in 2nd person singular is often not realised. Without its complement, tu sais can occur in various positions within a turn-constructional unit. Prior research has shown that the change in position entails a change in function. I adopt the approach of Interactional Linguistics to demonstrate that position is not the only relevant factor when it comes to tu sais. Analysing 43 French conversations, I show that the activities speakers are involved in and the degree of morpho-phonological reduction of tu sais may also be decisive factors for how tu sais contributes to the organization of social interaction. The non-reduced forms occur in activities where knowledge is negotiated whereas the reduced forms occur during assessment activities.