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Conversational analysis _ Content Analysis

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Conversational analysis _ Content Analysis Powered By Docstoc
					Conversational analysis
&
Content Analysis
Socio-linguistics

   Langue & Parole (Saussure)
   Competence and Performance
    (Chomsky)

   The ‘speech act’ (Austin, J) in all its
    social dimensions
Conversational analysis
The Specific Educational
Needs of Offenders

 Purpose:
 To:
  enable rehabilitation upon release

  develop employability skills

  reduce recidivism
Assumptions

   Education and training has the
    potential to contribute to the reduction
    of offending behaviour
   There is a relationship between
    offending behaviour and
    unemployment
Background Research

   Conversational analysis of long term
    unemployed men (3years+)
   Anonymous questionnaire
   Parallel study into masculinities and
    unemployment
CA – ‘Inside’
Components
   Addressor/Addressee
   Channels
   Codes
   Setting
   Forms
Topic(s)

   School experience, truancy, length of
    sentence, prison experience, friends,
    work experience, experience of
    ‘working the system’, defensiveness,
    role in interaction,
    institutionalization/gate happy – fear,
    excitement, women, sex, masculinity,
    career expectation,
Denotation

 Some of the comments made were
  denotative. Interpreted by normative rules.
 Phatic comments

E.g.:
Int: ‘Have you ever been on a programme like
  this [being proposed] before?
Res: Only Crime watch miss. (Followed by
  laughter).
Content Analysis

   Differs from conversational analysis in
    that it examines regularities in text
    (verbal or written).

   Uses a qualitative method for
    quantitative analysis
   Example from ‘State of the
   Sector’ base line research
Assessment   Student     Teaching    Research
             Profile     large       and
                         cohorts     teaching
                                     (conflict)
Concept 1 Concept 1      Concept 1   Concept 1
Numbers of Dumbing
scripts    down
Concept 2    Concept 2   Concept 2   Concept 2

Responses    Responses   Responses   Responses

				
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