Elinor Ochs TRANSCRIPTION AS THEORY Naturalistic speech as a database lupe. At this point, many of the classic problems just emerge Ns and Bah Prose, 1979, 45-72,LOB ELINOR ocHS A major intention of this chapter is to consicler with some process. We consider this process (a) because for nearly all studies yased on performance, the transcriptions are the researcher's data; (b) because efferson 1974), the proces of transi tuuies of verbal eh cus of this cssumptions Yet, these skills are critical in understanding and assessing the general: reached! in a parti train what gene orthography rather than 1974), ‘The utterances al manip on that utterances are pleces es that language is used to o: hape rat imetion ; unplay daegse) researcher uses standard orthography, instances of sound play ean be ven a case of sound play is report Js the nature of children’s ver guistic transcription procedures Page layout 1g a transe ch page. As me c transcription process a cour data with the cultural expect that certain items utterances, turns at are treated as occurring later om of a page of transe ronverbal behavior tr (Sacks and treated as in some relevane matches the exp and large inferences ARMADO: Boy, what sign is it when a ma melancholy? A great sign, sir, that he will look sad.70 ELIMOR OCHS king back (above) and rge with respect t lar, the expectation that a spea talk coes not match that for a rakes utterances con- it speakers TRAN 1¢ declarativ andl subjects cont number of other syntactic “These associations m in at least cy is for researchers & speaker column, re that this tendency may not be arbitrary. Rath wceand control, That with prominence (e ative sentences), but with ¢e ach line of transcrip right. The decoding of each the reader wants to look the left. I the reader wi eyes move left until they locate ruption or final interactional ve talk initiates could sequence a verbal speaker172 ELINOR ocHs. Placement of nonverbal and verbal behavior In studies of ence for developmer A third source of ve! communicative behavior as models. chological treatments of adult-a ignored, Whi example, see Kendon, Chapter 22 tends to be treated as a set of vari but essarily part of th message content is con Or guage in the past been the underst c ;¢ import of nonverbal se emerges. These studies show that nonverbal behavior may be re rather than an accompani Children are able to employ gesture, body orient eye give to perform a variety of communicative acts (e.g.y pointing out the the intended A practical fact to be reckoned with is that represent nonverbal behavior than to represent ¥ becomes increasingly unfeasible the greater the ld consider, activity other than talking, for exai onsidlerations take ona g} moment at hi David had agree down at Toby's Prine ostcon Dad bop to bum, where pon Toby ere ‘yeah To gonna make cer/- the course of his utterance, Toby performs a series of actions. ate he moves bis blanket and monkey to his r174 ELINOR ocHS LON AST of actions, Toby says hoes ere thats handle yet another series of actions is performed picks up a seetion of the blanke ‘hte and handle. While uttering : be says and thats people, picking up another section of a beat between thats and people n the course of ely is utterance, lypes ‘we want our transcript to meet practical as we , but wt want a transeript chat ferents for the deictic terms hres, here, a wl eye gave ight (daytime), wh n these situati or by devel Verbal bchas Transcription symbols for verbal and nonverbal behavior ly precedes or sms, use of phon ready a focus of attention, The an object pres ted through ase (and thats people), reference is exprosseTo ELINOR acHS able 10.1 Numbered actions are explained in the nonverbal low as 102 David Toby onverbal Verbal Nonverbal erbat (1.2)! mm, yoves blanket & monkey towards 1, blanket, blanket reaches rest thats? (6) let and thats () peoples! layed, along with ar I briefly point out the motivation for marking tl nificance in an assessment of communicative property, its do our data have a future? of trans he dliscussi and theory presented here is to be taken as first venture into a vast wilderness of research concerns. Many issues have ot been addressed. Furthermore, certain transcription co cation by others with expertise in the fie jons invite How to Mark Why Unterance = b Zplaved at end of assessing and time gap example: tional contour appears lock # look # look breath unit. leok correspond to an 3 Pause length icant pause nes utterance of othe example: ‘© number of utterances per and lettce may be measure caring may signal end of ti (5) one day/wasliele sequence or p ‘called Lucy sequence cates very slight © pause example: gonna (throw ()—f flds/78 ELINOR ocHS ‘ble 10.2 continued ceri as all of wé YOU SiLLY/ marks stress ocr breathing Metateans rks. ry es temay be aspect (OWED) whisper (CR) a may indicate utteANsi 3 Nonverbal transcription Mark How to Mark ange ity 88 ‘termining, reference an “tame Urooks down CHarget: ‘tname) example “AM (as ink a c tense to leseribe action sirmalta neous with utterance, le present tense ing ca A back of head to | TM dooks down towards right of monitor se i and utterance with a ee cones \ : a | ‘kseripion) Iran superscripts are use only present tense to deseribe action, as marked, cscs |182 ELINOR ocHs [A greater awareness of transcription for guage reco ‘eachers umbia University. F, (1970). Expl Ochs (1974) "Conv ld Language 1: 163-85, per, K. (1959) The Logie of See I Behuvior, n, R. (1976) G Hawaii Pres.