Base_JSON/prefixY/json/Y10/Y10-1004.json

{
    "paper_id": "Y10-1004",
    "header": {
        "generated_with": "S2ORC 1.0.0",
        "date_generated": "2023-01-19T13:40:46.848719Z"
    },
    "title": "How and why two strangers can co-create a story: An application of the 'ba'-theory based approach to discourse",
    "authors": [
        {
            "first": "Sachiko",
            "middle": [],
            "last": "Ide",
            "suffix": "",
            "affiliation": {
                "laboratory": "",
                "institution": "Japan Women's University",
                "location": {}
            },
            "email": ""
        }
    ],
    "year": "",
    "venue": null,
    "identifiers": {},
    "abstract": "This presentation addresses the question: how and why can a pair of teacher-student interactants co-create a story? In analyzing the discourse data taken while interactants try to achieve the task of making a coherent story by arranging cards, the 'ba (filed)' theory is employed. 'Ba' based approach is an innovating frame of thinking device that assumes 1) inside perspective of the subject, 2) dual mode thinking of the self, 3) a dynamic model like an improvised drama and 4) two modes of communication, i.e. overt and covert. The data have been analyzed into two phases of discourse: the dialogue discourse and the merging discourse. The former is indexed by the interpersonal modalities such as honorifics and sentence final particles, while the latter is characterized by dropping these linguistic features. The sudden drop of presupposed use of modalities by a teacher is obviously a deviation, but it would serve as a creative use (cf. Silverstein 1967). It is in this merging discourse that the discourse phenomena of repetition, simultaneous utterances, and chaining utterances occur. These phenomena would add no information to the conversation, but function to synchronize and to entrain the interactants. When synchronization and entrainment are maintained between the interactants, covert communication is to be maintained that would create a basis for smooth overt communication. I will argue that it is by the 'ba' theory based approach to discourse that we can illuminate the dynamic processes of co-creating a story by interactants. References Brown, Penelope and Stephen Levinson. (1978) Universals in language usage: Politeness phenomena. In Esther Goody (ed.) Questions and politeness: strategies in social interaction, 56-289. Cambridge: Cambridge University Press. Condon, William S. (1980) The relation of interactional synchrony to cognitive and emotional process. In Key, M. Ritchie. (ed.",
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        "abstract": [
            {
                "text": "This presentation addresses the question: how and why can a pair of teacher-student interactants co-create a story? In analyzing the discourse data taken while interactants try to achieve the task of making a coherent story by arranging cards, the 'ba (filed)' theory is employed. 'Ba' based approach is an innovating frame of thinking device that assumes 1) inside perspective of the subject, 2) dual mode thinking of the self, 3) a dynamic model like an improvised drama and 4) two modes of communication, i.e. overt and covert. The data have been analyzed into two phases of discourse: the dialogue discourse and the merging discourse. The former is indexed by the interpersonal modalities such as honorifics and sentence final particles, while the latter is characterized by dropping these linguistic features. The sudden drop of presupposed use of modalities by a teacher is obviously a deviation, but it would serve as a creative use (cf. Silverstein 1967). It is in this merging discourse that the discourse phenomena of repetition, simultaneous utterances, and chaining utterances occur. These phenomena would add no information to the conversation, but function to synchronize and to entrain the interactants. When synchronization and entrainment are maintained between the interactants, covert communication is to be maintained that would create a basis for smooth overt communication. I will argue that it is by the 'ba' theory based approach to discourse that we can illuminate the dynamic processes of co-creating a story by interactants. References Brown, Penelope and Stephen Levinson. (1978) Universals in language usage: Politeness phenomena. In Esther Goody (ed.) Questions and politeness: strategies in social interaction, 56-289. Cambridge: Cambridge University Press. Condon, William S. (1980) The relation of interactional synchrony to cognitive and emotional process. In Key, M. Ritchie. (ed.",
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                "section": "Abstract",
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        "body_text": [
            {
                "text": "! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 13 T: nn! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! well \"Well.\" ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !",
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            {
                "text": "Invited and Plenary Talks",
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            "FIGREF0": {
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                "text": "Hill, Berverly, Sachiko Ide, Shoko Ikuta, Akiko Kawasaki and Tsunao Ogino. (1986) Universals of linguistic politeness: Quantitative Evidence from Japanese and American English. Journal of Pragmatics 10: 347-371. Ide, Sachiko. (1982) Japanese sociolinguistics: Politeness and women's language. Lingua 57(2-4): 357-385. ---(1989) Formal forms and discernment: Two neglected aspects of linguistic politeness. Multilingua 8(2-3): 223-248. Ide, Sachiko, Motoko Hori, Akiko Kawasaki, Shoko Ikuta, and Hitomi Haga. (1986) Sex difference and politeness in Japanese. International Journal of Sociology of Language 58(2): 25-36. James, William. (2004) The Varieties of Religious Experience: A Study in Human Nature. Barnes & Noble Classics. Lakoff, Robin. (1973) The logic of politeness: Or minding your P's and Q's. In C. Corum, T. Cedric Smith-Stark, and A. Weiser (eds.) Papers from the 9th Regional Meeting of the Chicago Linguistic Society. 292-305. Shimizu, Hiroshi. (1987) A general approach to complex systems in bioholonics. In: Graham, R and A. Wunderlin (eds.), Lasers and Synergetics. 204-423. Berlin: Springer-Verlag. ---(1988) Baiohoronikusu no ronri [The logic of bioholonics]. Gendai Shisou [Contemporary Philosophy] 16:146-67. ---(1990) A dynamical approach to semantic communication: The significance of biological complexity in the creation of semantic formation. In: Shimizu, Hiroshi (ed.), Biological Complexity and Information. 145-185. Singapore: World Scientific. ---(1996) Seimeichi toshiteno Ba no Ronri [The Logic of Ba as the Concept for Understanding the Living State]. Tokyo: Chuuoukouronsha. ---(2000) Kyousou to basho [The Synergetic creation and place]. In Hiroshi Shimizu (ed.), Ba to Kyousou [Ba and the Synergetic Creation]. 3-177. Tokyo: NTT Shuppan. ---(2003) Ba no Shisou [The Thought of Ba]. Tokyo: Tokyo Daigaku Shuppankai . Silverstein, Michael. (1976) Shifters, linguistic categories, and cultural description. In: Keith Basso and Henry A. Shelby (eds.), Meaning in Anthropology. 11-55. Albuquerque, NM: University of New Mexico Press.",
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            "TABREF0": {
                "text": "Waal, de Frans. (2009)  The Age of Empathy: Nature's Lessons for a Kinder Society. New York:",
                "content": "<table><tr><td/><td/><td/><td/><td/><td/><td/><td>PACLIC 24 Proceedings 21</td></tr><tr><td colspan=\"2\">Data! 10 S: nai te</td><td>ikinari</td><td colspan=\"4\">demo kocchi ni</td><td>watare</td><td>ta</td></tr><tr><td colspan=\"4\">01 T: hiro cry CON suddenly but tte koo</td><td colspan=\"4\">shi te here LOC can-cross PAST koko de muki</td><td>ga</td><td>kawaru</td></tr><tr><td colspan=\"8\">pick-up CON this-way do CON here LOC direction NOM change \"Crying, suddenly, but, (he) could jump over to this side.\"</td></tr><tr><td colspan=\"3\">! 11 T: kore wa demo n desu</td><td>ne</td><td/><td/><td/></tr><tr><td colspan=\"4\">NOML HON-COP FP this TOP but</td><td/><td/><td/></tr><tr><td colspan=\"8\">\"(He) picks up (the stick), this way, here, and turns around, right? \" \"This ...but.\"</td></tr><tr><td colspan=\"7\">! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !</td></tr><tr><td colspan=\"2\">02 S: soo na 12 S: ee</td><td colspan=\"2\">n</td><td>desu</td><td/><td colspan=\"2\">yo ne</td></tr><tr><td>so yes</td><td colspan=\"7\">COP-ATT NOML HON-COP FP FP</td></tr><tr><td colspan=\"4\">\"Yes, that's right.\" \"Sure.\"</td><td/><td/><td/></tr><tr><td colspan=\"8\">! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !</td></tr><tr><td colspan=\"2\">03 T: kore ja</td><td colspan=\"3\">kono hen ni</td><td>ire</td><td colspan=\"2\">masu ka</td></tr><tr><td colspan=\"8\">this well this part LOC put HON Q</td></tr><tr><td colspan=\"3\">! ! ! ! ! ! ! ! !</td><td/><td/><td/><td/></tr><tr><td colspan=\"3\">04 S: soo desu</td><td>ne</td><td/><td/><td/></tr><tr><td>so</td><td colspan=\"3\">HON-COP FP</td><td/><td/><td/></tr><tr><td colspan=\"4\">\"Yes, that's right.\"</td><td/><td/><td/></tr><tr><td>! !</td><td/><td/><td/><td/><td/><td/></tr><tr><td colspan=\"3\">05 T: soshitara ore</td><td>te</td><td>shima</td><td colspan=\"2\">tte</td><td>ochi soo</td><td>ni-nat</td><td>ta</td></tr><tr><td colspan=\"2\">then</td><td colspan=\"6\">break CON end-up CON fall nearly become PAST</td></tr><tr><td colspan=\"8\">\"Then (the stick) gets broken, and (he) nearly falls down.\"</td></tr><tr><td>! ! ! ! !</td><td/><td/><td/><td/><td/><td/></tr><tr><td colspan=\"2\">06 S: ochi soo</td><td colspan=\"2\">ni-nat ta</td><td/><td/><td/></tr><tr><td colspan=\"4\">fall nearly become PAST</td><td/><td/><td/></tr><tr><td colspan=\"4\">\"(He) nearly falls down.\"</td><td/><td/><td/></tr><tr><td colspan=\"7\">! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !</td></tr><tr><td colspan=\"3\">07 T: oo ni-nat ta!</td><td/><td/><td/><td/></tr><tr><td colspan=\"4\">nearly become PAST</td><td/><td/><td/></tr><tr><td colspan=\"4\">\"Nearly (falls down).\"</td><td/><td/><td/></tr><tr><td colspan=\"5\">! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !</td><td/><td/></tr><tr><td colspan=\"4\">08 S: okot te ochi te Harmony Books. angry CON fall CON</td><td/><td/><td/></tr><tr><td colspan=\"5\">\"(He) gets angry, falls down...\"</td><td/><td/></tr><tr><td colspan=\"6\">! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !</td><td/></tr><tr><td colspan=\"2\">09 T: kore ga</td><td>doko</td><td>de</td><td colspan=\"2\">naiteiru</td><td/></tr><tr><td colspan=\"6\">this NOM where LOC crying</td><td/></tr><tr><td colspan=\"4\">\"Where is this crying?\"</td><td/><td/><td/></tr></table>",
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                "text": "He) finds this...hmmm...jumps, and (the stick) gets broken...\"",
                "content": "<table><tr><td/><td/><td/><td/><td/><td>PACLIC 24 Proceedings 23</td></tr><tr><td>20 S: soo na 29 S: mituke te</td><td colspan=\"2\">n eto</td><td>desu tonda</td><td colspan=\"2\">yo kono katachi ga ra ore chat te</td></tr><tr><td colspan=\"6\">so COP-ATT NOML HON-COP FP this shape NOM find CON well jumped then break end-up CON</td></tr><tr><td colspan=\"5\">\"Yes, it does, this shape.\" ! !!!!!skip!!!!!! ! ! ! ! ! ! \"(30 T: shippai shi te</td></tr><tr><td colspan=\"3\">failure do CON</td><td/><td/></tr><tr><td colspan=\"3\">21 T: soshitara koko ga \"(He) messes up...\"</td><td colspan=\"3\">tunagatteru no</td><td>hen</td><td>desu</td><td>yo ne</td></tr><tr><td>then</td><td colspan=\"4\">here NOM linking</td><td>NOML strange HON-COP FP FP</td></tr><tr><td colspan=\"6\">\"Then, the sequence of this part is strange, isn't it?\" 31 S: mata modot te tonda ra</td></tr><tr><td colspan=\"5\">again return CON jumped then</td></tr><tr><td colspan=\"6\">22 S: soo na \"(He) comes back again, jumps, and...\" n desu yo ne</td></tr><tr><td colspan=\"6\">so COP-ATT NOML HON-COP FP FP</td></tr><tr><td colspan=\"2\">\"Yes, it is.\" 32 T: aa</td><td/><td/><td/></tr><tr><td>hmm</td><td/><td/><td/><td/></tr><tr><td>23 T: dakara \"Hmm...\"</td><td colspan=\"5\">ni kai ni kai torai shi ta</td></tr><tr><td colspan=\"6\">therefore two time two time try do PAST</td></tr><tr><td colspan=\"6\">14 S: nai ta \"So, (he) tried two, two times.\" {laugh} ato warat te 33 S: are chigau a soo da</td></tr><tr><td colspan=\"5\">cry PAST after laugh CON huh different oh so COP!</td></tr><tr><td colspan=\"5\">\"After crying, (he) laughs, and ...\" 24 T: suto koko de shippai \"Huh? No! Oh, I got it.\"</td></tr><tr><td colspan=\"5\">! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! then here LOC failure ! ! ! ! ! ! ! !</td></tr><tr><td colspan=\"6\">15 T: kore wa And then, here (he) fails. dakara koo iu 34 T: n demo kore shippai ni ire chae fuu ni ki ba ii ta</td><td>n</td><td>desu</td><td>yo ne</td></tr><tr><td colspan=\"6\">this TOP therefore this say way in come PAST well but this failure to put end-up if good NOML HON-COP FP FP</td></tr><tr><td colspan=\"6\">\"This...so he came in this way.\" 25 S: aa so doo na n \"Well, but, this, I can count this as a failure, right?\" daro a</td><td>wakat ta ! !</td></tr><tr><td colspan=\"6\">hmm so how COP-ATT NOML I-wonder oh</td><td>get PAST ! ! ! ! !</td></tr><tr><td colspan=\"6\">16 S: nn \"Hmm, so...how does this work? Oh, I got it.\"</td></tr><tr><td>Hmm</td><td/><td/><td/><td/></tr><tr><td colspan=\"2\">! 26 T: hai \"Hmmm.\"!</td><td/><td/><td/></tr><tr><td colspan=\"6\">! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! yes Abbreviations</td></tr><tr><td colspan=\"2\">17 T: ka na \"OK.\" ATT: attributive</td><td/><td/><td/></tr><tr><td colspan=\"2\">Q FP CON: conjunctive</td><td/><td/><td/></tr><tr><td colspan=\"2\">\"I guess?\"! ! 27 S: etto koko de COP: copula</td><td colspan=\"4\">ik kaime sagashi ni-it te</td></tr><tr><td colspan=\"6\">! ! ! ! ! ! ! ! ! ! ! ! ! well here LOC one time search to-go CON FP: final particle!</td></tr><tr><td colspan=\"6\">18 S: nan na \"Well, here, first (he) goes to search...\" n daro HON: honorific</td></tr><tr><td colspan=\"5\">what COP-ATT NOML I-wonder LOC: locative</td></tr><tr><td colspan=\"6\">! ! \"How does this work?\"! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 28 T: a kore hai NOM: nominative</td></tr><tr><td colspan=\"2\">oh this yes NOML: nominalizer</td><td/><td/><td/></tr><tr><td colspan=\"2\">19 T kore ga hen \"Oh, this, OK.\" PAST: past</td><td colspan=\"2\">desu</td><td colspan=\"2\">yo ne</td></tr><tr><td colspan=\"6\">this NOM strange HON-COP FP FP Q: question</td></tr><tr><td colspan=\"4\">\"This looks strange, right?\" TOP: topic</td><td/></tr></table>",
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