Mathias Broth

Getting Ready to Move as a Couple : Accomplishing Mobile Formations in a Dance Class

The article focuses on how students in a Lindy Hop dance class move into a complex mobile formation as a sequentially relevant response to a directive embedded in the teachers’ verbal and embodied instructions of the next task for practice. This sequence of actions accomplishes a transition from a stationary constellation of observing students to a mobile circle of practicing dance couples. The article describes in detail how instruction is turned into practice in an emergent way, in and through the simultaneous accountable production and reception of qualitative instruction, practice proposals, structuring instructions, and count-ins. The analysis shows how student behavior is oriented to the couple as a relevant mobile formation and how couples gradually become more synchronized with each other.

Moving Together: Mobile Formations in Interaction

As we strolled down the city’s sidewalks, Xipoogi walked behind me, with Xaboasi behind him. I slowed down to let them catch up. They slowed down too. I slowed down more. Ditto. I stopped. They stopped. They simply would not walk beside me, not even when I asked them to. This makes sense on a narrow jungle path. [. . .] In the city, though, walking abreast, while spatially inefficient, allows the walkers to converse more easily and to be perceived as a group. I smiled about our walking arrangement.

Temporal hybridity: Mixing live video footage with instant replay in real time

In this paper we explore the production of streaming media that involves live and recorded content. To examine this, we report on how the production practices and process are conducted through an empirical study of the production of live television, involving the use of live and non-live media under highly time critical conditions. In explaining how this process is managed both as an individual and collective activity, we develop the concept of temporal hybridity to explain the properties of these kinds of production system and show how temporally separated media are used, understood and coordinated. Our analysis is examined in the light of recent developments in computing technology and we present some design implications to support amateur video production.

A walk on the pier : Establishing relevant places in mobile instruction

How do people use language, gestures and the materialenvironment around themfor interacting in mobile situations? Interaction and Mobility brings together international scholars who use video-recordings from real-life everyday settings to study how people interact in diverse mobile situations as part of activities such as walking, driving, flying, dancing and gaming. This book isvaluablefor anyone interested in multimodal interaction and mobility.

Why That Nao?: How Humans Adapt to a Conventional Humanoid Robot in Taking Turns-at-Talk

This paper explores how humans adapt to a conventional humanoid robot. Video data of participants playing a charade game with a Nao robot were analyzed from a multimodal conversation analysis perspective. Participants soon adjust aspects of turn-design such as word selection, turn length and prosody, thereby adapting to the robots limited perceptive abilities as they become apparent in the interaction. However, coordination of turns-at-talk remains troublesome throughout the encounter, as evidenced by overlapping turns and lengthy silences around possible turn endings. The study discusses how the robot design can be improved to support the problematic taking of turns-at-talk with humans. Two programming strategies to address the identified problems are presented: 1. to program the robot so that it will be systematically receptive at the equivalence to transition relevance places in human-human interaction, and 2. to make the robot preferably produce verbal actions that require a response in a conditional way, rather than making a response only possible.

Napouléon’s sequential heritage. Using a student error as a resource for learning and teaching pronunciation in the French foreign language classroom

In this paper, we consider a student error produced in a French foreign language small-group seminar, involving four Swedish L1 first-term university students of French and a native French teacher. The error in question consists of a mispronunciation of the second vowel of the name Napoléon in the midst of a student presentation on the history of Corsica. Taking a conversation analytic approach to situated language use, the study considers the ways in which the erroneous pronunciation is turned into a resource whereby both teaching and learning opportunities are accomplished in teacher–student interaction. By tracking subsequent references to the initial error in a corpus of video-recorded small-group seminars, we explore some of the things that can be achieved by such referencing in later local contexts. The study demonstrates how not only students, but also the teacher, may learn in pedagogical interaction.