University of Groningen
The interactional accomplishment of action
Seuren, Lucas
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Publication date: 2018
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Seuren, L. (2018). The interactional accomplishment of action. LOT/Netherlands Graduate School of Linguistics.
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Stellingen behorende bij het proefschrift The Interactional Accomplishment of Action
van Lucas M. Seuren
1. Since the methods by which people produce actions make them accountable for having produced those actions, they will inherently look for methods that let them avoid that accountability (ch. 2 in this dissertation).
2. The methods by which participants re-find each other in social interaction show a remarkable level of other-attentiveness (ch. 3 in this dissertation).
3. Participants in talk-in-interaction generally do not do
understanding; they assume that they understand and are
understood. When they do do understanding, they do so for cause (ch. 4 in this dissertation).
4. Any turn-at-talk carries an indeterminate number of background assumptions that are typically kept under the surface of the interaction. They are only made explicit, when they are problematic (ch. 5 in this dissertation).
5. Action is an interactional and procedural accomplishment. Irrespective of any goals or intentions that a speaker may have, it is only when an utterance has been taken up as some action and that action has been ratified, that the utterance becomes a particular action for the participants (ch. 6 in this dissertation).
6. One should not speak of society, but of sociation [‘vergesellschaftung’]. Society merely is the name for a number of individuals, connected by interaction (Georg Simmel 1917; Grundfragen der Soziologie. Translated in 1950 by Kurt Wolff in ‘The Sociology of Georg Simmel’).
7. Dans la vie des individus et des sociétés, le langage est un facteur plus importante qu’aucun autre (Ferdinand de Saussure 1916: 7; Cours de linguistique générale).
8. The lay notion that a word or sentence in isolation will have some “… general, basic, or most down-to-earth meaning” is truly mythical in the sense that it is rooted in faith rather than knowledge (Ragnar Rommetveit 1988: 15; On Literacy and the Myth of Literal Meaning).
9. The Internet is both a blessing and a curse for aspiring academics: it was never easier to acquire knowledge, nor to procrastinate from that occupation.
