Publication details [#54787]

Mondada, Lorenza. 2011. Understanding as an embodied, situated and sequential achievement in interaction. Journal of Pragmatics 43 (2) : 542–552.
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This paper tries to delineate the sequential, situated and embodied dimensions of understanding in interaction. This approach, originating in Ryle and Wittgenstein, and further elaborated by ethnomethodology and conversation analysis, emphasizes the orderly unfolding of sequences of actions in time. It also focuses on understanding as a collective performance, publicly evidenced and interactively oriented to within action production and monitoring.