Eric Hauser

Footing and identity in interaction at a conversation club

Introduction

Footing and identity in interaction at a conversation club. Explore Goffman's concepts of footing & identity in interaction at a language school conversation club. Analyze how native & non-native English speakers use production formats to construct diverse identities.

Abstract

Taking Goffman?s concepts of footing and production format as a foundation, this study analyzes instances of interaction among native and non-native speakers of English in a conversation club at a language school. Following examples of how the production format of a turn may be established, the analysis focuses on the interactional work that is accomplished with different production formats in specific instances. The main generalization that can be drawn about the interactional work accomplished through this generic speaking practice is that it is varied and does not seem to be constrained by the exigencies of interaction in the conversation club. The analysis then shifts to how the establishment of production format provides a resource for the invocation and local constitution of three specific identities of the non-native speakers, as language learners, as language school students, and as members of a culture separate from the native speaker.

Review

The submitted manuscript, "Footing and identity in interaction at a conversation club," presents a focused and empirically grounded analysis of interactional dynamics within a specific language learning context. Drawing robustly on Goffman's foundational concepts of footing and production format, the study investigates how these theoretical constructs manifest in the exchanges between native and non-native English speakers in a conversation club setting. This theoretical lens, coupled with a keen analytical attention to specific instances of interaction, promises to offer valuable insights into the micro-processes of meaning-making and social organization in such environments. The paper's strength lies in its clear theoretical anchoring and its commitment to detailed interactional analysis. The analytical trajectory of the paper is compelling. It initially elucidates the establishment of various production formats within turns, subsequently exploring the diverse interactional work accomplished through these formats. The initial generalization – that this work is varied and not constrained by the specific exigencies of the conversation club – is a noteworthy finding that potentially challenges assumptions about highly structured or goal-oriented language learning environments. The subsequent shift in analysis, connecting the establishment of production formats to the local constitution of non-native speakers' identities, is particularly insightful. The identification of three distinct identities (language learners, language school students, and members of a separate culture) provides a nuanced understanding of how participants navigate and perform multiple social roles concurrently through their interactional choices. Overall, this paper makes a significant contribution to the literature on interactional sociolinguistics, conversation analysis, and second language acquisition. Its meticulous application of Goffmanian principles to empirical data offers a sophisticated understanding of how participants manage their talk, their relationships, and their social identities in real-time interaction. The findings have important implications for understanding the complexities of language learning environments, highlighting the agency of participants in shaping their interactional landscape beyond prescriptive goals. The study also provides a strong foundation for future research exploring the interplay of linguistic practices, social identities, and institutional contexts in similar settings. The detailed analysis presented here will undoubtedly stimulate further discussion and research in the field.

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