By Jacqueline A. Guendouzi
The qualitative research of evidently happening discourse in neurogenic verbal exchange problems, in particular in dementia experiences, has skilled fresh burgeoning curiosity from wide-ranging disciplines. This multidisciplinarity has been interesting, yet has additional contextual confusion. This new publication advances the research of discourse in dementia by means of systematically exploring and using diverse methods to an identical loose conversational facts units, accumulated and transcribed by way of the authors. The utilized methodologies and theories contain an invaluable sourcebook for college students, researchers, and practitioners alike.
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Thus, rather than trying to avoid the “observer’s paradox,” one can assign it a function in one’s research and make the observation part of the object of interaction (and thereby of the investigation). TRANSCRIBING DATA: PRODUCTS AND PROCESSES Transcribing data is an integral part of research in discourse studies. There are many approaches to transcribing, from handcrafted, multitiered efforts most at home in CA to computer-aided coding of language transcripts more commonly employed in clinical linguistic assessments.
1. All speakers are identified in their turns at talk, and all turns are numbered. When transcribing conversations in which speakers produce extended turns, for example, in narrative episodes, numbering individual lines as opposed to turns is an advantage. 1 (see Appendix C) (J = Guendouzi; F = Lady with dementia) 16 17 18 19 20 21 22 23 J: F: J: F: J: F: J: F: did you have a good Christmas well alright it was alright m didn’t do anything, did you get any presents no we’ve- we’re just left here dead mhm oh wha- what I want is to I don’t know, what you call it.
There is typically no point in trying to hide the fact that one is recording a conversation, and in any case, most researchers and certainly most institutions would consider clandestine recording unethical. Rather than trying to downplay the recording, it can be a useful strategy to foreground it and make it a function of the fact that the participant has many interesting things to tell (which in fact, they do). Thus, rather than trying to avoid the “observer’s paradox,” one can assign it a function in one’s research and make the observation part of the object of interaction (and thereby of the investigation).