In recent years, the significance of small talk in institutional context has been receiving considerable attention in the field of sociolinguistics and communication studies. While scholars seem to agree on its social functions that facilitate the accomplishment of the institutional goal of the encounter by “oiling interpersonal wheels”, the wide range of interpersonal relationships enacted in small talk in institutional encounter has not been subject to rigorous research attention yet. By applying Conversation Analysis (CA), this study compares small talk in an on-campus coffee shop within two different interpersonal relationship groups: new customer-barista and regular customer-barista. Data were drawn from 35 video recordings of service encounters interaction involving both native and non-native English-speaking customers at a college-sponsored café. The findings show that small talk with a new customer strictly adhered to coffee-related topics and tended to be quickly curtailed by one or both interlocutors, as suggested by the alignment of their institutional roles of barista-customer. In contrast, small talk between a regular customer and a barista consisted of exchanges on a wide variety of topics. This finding suggests that the topic of conversation is a potential indicator of relationship through a shift of alignment to the interactional roles of ‘friend-friend’.

Kim, Younhee. 2018. “Private Speech and Mutual Engagement in Preschoolers' Playtime Interaction: Talk and Embodiment”. The Sociolinguistic Journal of Korea 26(2), 119~165. Preschoolers' playtime interaction presents a unique context where private speech/self-talk and mutual conversation are co-present as well as within and out-of-(pretend play) frame talk. Preliminary observation of the data from the larger project revealed an overall pattern where the two children would play together and soon one child or both of them wander off to his/her own private speech/play mode, and then mutual engagement is achieved again. The current study examines this phenomenon from a conversation analytic perspective by showing what types of sequential resources are employed by the children to manage the transition. The resources include making an announcement, a noticing comment about the shared environment, repetition, code-switching, and embodied resources such as gaze, postural orientation, and spatial positioning in the play space (Kendon 1990). The transition from mutual conversation to private speech often accompanies transition from reality to pretend play talk, though not exclusively so. Making a meta-pretend play comment and making a reference to the theme of the joint play also served as an effective way to achieve re-engagement. Based on detailed interactional analysis, the study suggests that the playtime interaction of preschoolers affords more self-oriented speech (self-repair, private speech) and is characterized by rather loosened expectation for responsivity while “playing together” takes close orientation to the other child's behavior as they co-ordinate moments of mutual engagement and separate play throughout their co-presence.

본 연구는 유아의 인성리더십 교육에서 교사의 상호작용 역량강화를 위한 교사 훈련 프로그 램을 개발하고 효과를 분석하는 것에 목적이 있다. 연구의 목적을 달성하기 위하여 설정한 연 구문제는 두 가지이다. 첫째, 유아 인성리더십 교육에서 교사의 상호작용 역량강화를 위한 훈 련 프로그램을 개발하는 것으로 도구 개발과 훈련체계 구성이 포함된다. 둘째, 개발된 교사 훈련 프로그램의 효과를 분석하는 것으로, 황금원 모델에 대한 지필테스트 결과의 분석, TTCS(TREASURE Talk Coding System)를 통한 동료코칭 피드백 분석, CICAIO(Coaching Inventory Child-Adult Interaction Through Observation)를 통한 상호작용 훈련 효과의 분석 이 포함된다. 연구 결과, 황금원 모델에 따른 구인별 음원 24개, 스탬프로 제작된 습관별 코칭 놀이감 8개, 구인별 음원과 코칭 놀이감을 활용한 코칭 스크립트 24개, 모듈별 코칭 동영상 3개, 8시간의 교사 훈련 체계를 포함한 교사 훈련 프로그램이 개발되었다. 또 황금원 모델에 대한 지필 테스 트, TTCS(TREASURE Talk Coding System)를 통한 동료코칭 피드백 분석, CICAIO(Coaching Inventory Child-Adult Interaction Through Observation)를 통한 상호작 용 훈련 효과의 분석을 통해 프로그램의 효과를 분석한 결과, 실험집단 유아 교사에게 유의미 한 효과가 있음이 확인되었다.