A Dramaturgical Look at Interviewing

9310031A Ken

9310033A Peter

9310043A Casper

Dramaturgy And Dramaturgy And InterviewingInterviewing

Research is divided into two Research is divided into two phasesphases

1. Getting in1. Getting in

2. Analysis2. Analysis

Types Of InterviewsTypes Of Interviews

Three categories of interview:Three categories of interview:

1.1. Standardized interviewStandardized interview

2.2. Unstandardized interviewUnstandardized interview

3.3. Semistandardized interviewSemistandardized interview

Standardized Standardized InterviewInterview

Use a structured schedule of Use a structured schedule of interview questions. (provide same interview questions. (provide same questions to every subjects, so that questions to every subjects, so that we can compare the information from we can compare the information from every subject after interviewing)every subject after interviewing)

Standardized interviews are designed Standardized interviews are designed to elicit information from subjects by to elicit information from subjects by using a set of predetermined using a set of predetermined questions.questions.

Unstandardized Unstandardized InterviewInterview

Do not use schedules of questionsDo not use schedules of questions We assume that interviewers do not We assume that interviewers do not

know what question is necessary.know what question is necessary. We assume that not all subjects would We assume that not all subjects would

get the same meaning in one get the same meaning in one question.question.

Interviewers must generate questions Interviewers must generate questions randomly under different situations, randomly under different situations, but not predetermine questions.but not predetermine questions.

It is useful when we are unfamiliar with It is useful when we are unfamiliar with the background of the subjects.the background of the subjects.

Semistandardized Semistandardized InterviewInterview

Interviewers have to ask Interviewers have to ask predetermined questions to predetermined questions to subjects, but also allow to subjects, but also allow to digress. (interviewers can ask digress. (interviewers can ask questions freely)questions freely)

The subjects have to understand The subjects have to understand the questions (or words)the questions (or words)

The Interview The Interview ScheduleSchedule

Interviews provide more Interviews provide more opportunities of complete opportunities of complete communication between interviewers communication between interviewers and subjects than pencil-and-paper and subjects than pencil-and-paper questionnaires.questionnaires.

Interview is an effective method of Interview is an effective method of collecting information for certain collecting information for certain type of research question.type of research question.

Schedule DevelopmentSchedule Development

1.Determine the nature of the 1.Determine the nature of the investigation and the objectives of the investigation and the objectives of the researchresearch

2.Begin with outline, list all the categories 2.Begin with outline, list all the categories we think may relate to the studywe think may relate to the study

3.Develop questions which relate to the 3.Develop questions which relate to the outline categories (the major points of outline categories (the major points of the research)the research)

Question Order, Content, and Question Order, Content, and StyleStyle

There are 4 types of question in There are 4 types of question in survey instrument:survey instrument:

1.1. Essential questionsEssential questions

2.2. Extra questionsExtra questions

3.3. Throw-away questionsThrow-away questions

4.4. Probing questionsProbing questions

Essential Questions:Essential Questions:

1.1. Essential questions concern the central Essential questions concern the central focus of the study.focus of the study.

2.2. They may be placed together or They may be placed together or scatteredscattered

Extra Question:Extra Question:

1.1. Extra questions are roughly equivalent Extra questions are roughly equivalent to certain essential questions.to certain essential questions.

2.2. The purpose of extra questions are to The purpose of extra questions are to check the reliability of subjectscheck the reliability of subjects ’’ responses.responses.

Throw-Away Questions:Throw-Away Questions:

1.1. Throw-away questions are incidental Throw-away questions are incidental or unnecessary for gathering or unnecessary for gathering important information.important information.

2.2. Even throw-away questions are Even throw-away questions are incidental, they may draw out a incidental, they may draw out a complete story from a subject.complete story from a subject.

Probing Questions:Probing Questions:

Probes provide interviewers a way to Probes provide interviewers a way to get more complete information from get more complete information from subjects.subjects.

Ex: Could you tell me more information?Ex: Could you tell me more information?

Question WordingQuestion Wording In order to acquire information, In order to acquire information,

researchers must word questions so researchers must word questions so that they will provide the necessary that they will provide the necessary date.date.

If wrong questions are asked or if If wrong questions are asked or if questions are asked in a manner that questions are asked in a manner that inhibits or prevents a respondent frm inhibits or prevents a respondent frm answering fully, the interview will not answering fully, the interview will not be fruitful.be fruitful.

Communicating Communicating EffectivelyEffectively

Researchers must always be sure Researchers must always be sure they have clearly communicated to they have clearly communicated to the subjects what they want to the subjects what they want to know.know.

The interviewersThe interviewers’’ language must be language must be understandable to the subject.understandable to the subject.

A Few Common Problems In A Few Common Problems In Question FormulationQuestion Formulation

Affectively Worded QuestionsAffectively Worded Questions

The Double-Barreled QuestionThe Double-Barreled Question

Complex QuestionsComplex Questions

Question SequencingQuestion Sequencing

Affectively Worded QuestionsAffectively Worded Questions

Arouse people some emotional response.Arouse people some emotional response. May control interview subjects.May control interview subjects. Limit people’s possibility of a full answer.Limit people’s possibility of a full answer.

<ex>Do you study hard?<ex>Do you study hard?

→ →How many times a week would How many times a week would

you read books?you read books?

The The Double-BarreledDouble-Barreled Question Question

Ask a subject to respond to two topics in a Ask a subject to respond to two topics in a single question at the same time.single question at the same time.

<Ex>Do you like the feedback what <Ex>Do you like the feedback what grammar checker gives, or the grammar checker gives, or the convenience what it gives?convenience what it gives?

The solution is to separate the two topics The solution is to separate the two topics and ask separate questions.and ask separate questions.

Complex QuestionsComplex Questions

A long and complicated question will A long and complicated question will effect the entirety of a answer.effect the entirety of a answer.

The solution is to keep questions short, The solution is to keep questions short, specific and understandable.specific and understandable.

QuestionQuestion Sequencing Sequencing

The arrangement of questions affect the The arrangement of questions affect the results.results.

These questions should be easier (general) These questions should be easier (general) in the beginning and then more complex in the beginning and then more complex (specific) step by step.(specific) step by step.

Pretesting The SchedulePretesting The Schedule

After developing the instrument and After developing the instrument and sequence of questions.sequence of questions.

The schedule should be examined by other The schedule should be examined by other people familiar with your study’s subject.people familiar with your study’s subject.

It can help you find out your biases and It can help you find out your biases and blind spots.blind spots.

To seek what your information should be To seek what your information should be revised.revised.

Pretesting The SchedulePretesting The Schedule

Pretesting can evaluate how effectively the Pretesting can evaluate how effectively the interview will work and whether the interview will work and whether the information which you find will be obtaininformation which you find will be obtain

Pilot-testing: Before you formally ask Pilot-testing: Before you formally ask questions to your participants, you can ask questions to your participants, you can ask your teachers or friends whether they can your teachers or friends whether they can understand.understand.

Conducting an interview: A Conducting an interview: A Natural Or An Unnatural Natural Or An Unnatural

Communication?Communication? Research interview: Research interview:

Natural communication situation≠Natural communication situation≠

Unnatural communication exchangeUnnatural communication exchange Evasion Tactics: participants will express Evasion Tactics: participants will express

that they don’t conduct further discussion that they don’t conduct further discussion of a issue by a word and gesture.of a issue by a word and gesture.

Deference Ceremony: Respect and thank Deference Ceremony: Respect and thank those participants.those participants.

If you do not respect participants, they If you do not respect participants, they will give you wrong answer or unrelated will give you wrong answer or unrelated information.information.

The Dramaturgical InterviewThe Dramaturgical Interview

Interviewers can not have any Interviewers can not have any preconceived notions.preconceived notions.

Interviewers should offer incorrect and Interviewers should offer incorrect and correct information to interviewees.correct information to interviewees.

<EX>What do you think “grammar <EX>What do you think “grammar checker”?checker”?<EX>What are advantages of grammar <EX>What are advantages of grammar checker?checker?

Role-Taking: Interviewees know about Role-Taking: Interviewees know about notions and expectation of interviewer’s notions and expectation of interviewer’s role, but it is possible for interviewer to role, but it is possible for interviewer to change role images.change role images.

By changing roles, the interviewer can By changing roles, the interviewer can prevent the avoidance tactics.prevent the avoidance tactics.

Interviewer Roles and RapportInterviewer Roles and Rapport

Rapport: develop a good relationship with Rapport: develop a good relationship with interviewees.interviewees.

Interviewers often assumed that they Interviewers often assumed that they measure up to interviewee’s role measure up to interviewee’s role expectation.expectation.

It still can conduct an interview without It still can conduct an interview without entire interviewees' expectations.entire interviewees' expectations.

The interviewee’s conception of the The interviewee’s conception of the interviewer centers on aspects of behavior interviewer centers on aspects of behavior and appearance such as age, gender.and appearance such as age, gender.

Interviewees will confirm or deny Interviewees will confirm or deny expectations about what the interviewer expectations about what the interviewer should be like by these observable should be like by these observable characteristics and general behaviorcharacteristics and general behavior

So interviewers should prepare everything So interviewers should prepare everything already and know whether various already and know whether various strategies undertaken by interviewer.strategies undertaken by interviewer.

The Negative Effects of An The Negative Effects of An Interviewer’s Characteristics in The Interviewer’s Characteristics in The

Literature on InterviewingLiterature on Interviewing Obtain the interviewee’s permit to participate in an Obtain the interviewee’s permit to participate in an

interview.interview.

In the literature, interviewees will have potential In the literature, interviewees will have potential bias arising from the effects of interviewer’s bias arising from the effects of interviewer’s characteristicscharacteristics. .

The Interviewer as A Self-The Interviewer as A Self-Conscious PerformerConscious Performer

Self-Conscious Performance: Self-Conscious Performance: Interviewers’ actions, lines, roles, and Interviewers’ actions, lines, roles, and routines must be prepared in advance. routines must be prepared in advance.

Social Interpretations And Social Interpretations And The InterviewerThe Interviewer

Social Interpretations:Social Interpretations:

Affect messages transferred from one acting Affect messages transferred from one acting individual to another through nonverbal channels.individual to another through nonverbal channels.

Nonverbal Channels: Nonverbal Channels:

A variety of diverse elements which provides only a A variety of diverse elements which provides only a part of the information for accurate social part of the information for accurate social interpretation.interpretation.

Interviewers must hear not only Interviewers must hear not only whatwhat the subjects the subjects say, but also say, but also how how they say it. they say it.

Interviewer as ActorInterviewer as Actor

Must perform your lines, routines, and Must perform your lines, routines, and movements.movements.

Must recite your scripted lines and be Must recite your scripted lines and be aware of the interviewee.aware of the interviewee.

Must listen carefully what participants Must listen carefully what participants say. say.

Interviewer as DirectorInterviewer as Director

Must be conscious of how you perform Must be conscious of how you perform lines, move, and the interviewee’s lines, move, and the interviewee’s performance.performance.

Must reflect on each part of the interview.Must reflect on each part of the interview. Use the first-person to transcribe.Use the first-person to transcribe. Use third-person to observe.Use third-person to observe.

Interviewer as ChoreographerInterviewer as Choreographer

Control the whole interview process.Control the whole interview process.

Interviewers can block their own Interviewers can block their own movements and gestures and write down movements and gestures and write down your own response lines.your own response lines.

To control your time, information, if To control your time, information, if participants going to wrong topic, lead participants going to wrong topic, lead them back.them back.

The Interviewer’s RepertoireThe Interviewer’s Repertoire

Interviews seldom genuinely improvise a Interviews seldom genuinely improvise a spontaneous technique or strategy.spontaneous technique or strategy.

Preparation is a major guideline in interviewingPreparation is a major guideline in interviewing

1. Interviews prepared with a series of scripted 1. Interviews prepared with a series of scripted questionsquestions

2. The use of a consistent and systematic line of 2. The use of a consistent and systematic line of questions for unanticipated is usefulquestions for unanticipated is useful

The characterizations are components of the The characterizations are components of the interview’s repertoireinterview’s repertoire

Make interviewees to feel more comfortable Make interviewees to feel more comfortable with the idea of researchwith the idea of research

Character projections present effective Character projections present effective opportunities to develop rapportopportunities to develop rapport

Speaking with the subject on non-study related Speaking with the subject on non-study related to interviewees to interviewees

Initial projections should be modifications, Initial projections should be modifications, alterations, and adaptations used by alterations, and adaptations used by interviewerinterviewer

Make the participants feel comfortable before Make the participants feel comfortable before interviewing.interviewing.

Interviewer’s Attitudes and Interviewer’s Attitudes and Persuading a SubjectPersuading a Subject

Attitudes toward the interview process Attitudes toward the interview process affect the quality of the resulting researchaffect the quality of the resulting research

Arrange time for interviewees or separate Arrange time for interviewees or separate different timedifferent time

Novice interviews are often panic stricken.Novice interviews are often panic stricken. 1. Unprepared.1. Unprepared.

Novice interviews should be affected on their projectNovice interviews should be affected on their project

It is necessary to convince subjects that what they It is necessary to convince subjects that what they have to say is importanthave to say is important

Potential respondents have no time, researchers may Potential respondents have no time, researchers may be faced more difficult problem.be faced more difficult problem.

Interview should be flexible Interview should be flexible

Developing an Interviewer Developing an Interviewer RepertoireRepertoire

Interviewing require practiceInterviewing require practice

Reading about how to interview, particularly Reading about how to interview, particularly ethnographic accounts, offer neophyte ethnographic accounts, offer neophyte interviewers necessary strategies and tacticsinterviewers necessary strategies and tactics

The most effective way to learn interviewing is The most effective way to learn interviewing is by role-playing with more experienced by role-playing with more experienced interviewersinterviewers

Novice interviewers must try out their Novice interviewers must try out their performances in front of an audience of performances in front of an audience of competent criticscompetent critics

The most effective way to accomplish this is a The most effective way to accomplish this is a dress rehearsaldress rehearsal

Following dress-rehearsal period, novice Following dress-rehearsal period, novice interviewers should be ready to enter the fieldinterviewers should be ready to enter the field

The Ten Commandments of The Ten Commandments of InterviewingInterviewing

1.1. Never begin an interview coldNever begin an interview cold

2.2. Remember your purposeRemember your purpose

3.3. Present a natural frontPresent a natural front

4.4. Demonstrate aware hearingDemonstrate aware hearing

5.5. Think about appearanceThink about appearance

6.6. Interview in a comfortable placeInterview in a comfortable place

7.7. Don’t be satisfied with monosyllabic Don’t be satisfied with monosyllabic answersanswers

8.8. Be respectfulBe respectful

9.9. Practice, practice, and practice some Practice, practice, and practice some moremore

10.10. Be cordial and appreciativeBe cordial and appreciative

Curtain CallCurtain Call

Some individuals may never achieve the Some individuals may never achieve the status of highly skilled interviewerstatus of highly skilled interviewer

Analyzing Data Obtained From the Analyzing Data Obtained From the Dramaturgical InterviewDramaturgical Interview

Analysis is without question the most difficult Analysis is without question the most difficult aspect of any qualitative research project, it is aspect of any qualitative research project, it is the most creativethe most creative

Insights obtained from qualitative research not Insights obtained from qualitative research not only add texture to an analysis but can also only add texture to an analysis but can also demonstrate meanings and understandings about demonstrate meanings and understandings about problems and phenomenaproblems and phenomena

Quantitative data are in order to find results, but Quantitative data are in order to find results, but qualitative analysis cannot be conducted in this qualitative analysis cannot be conducted in this mannermanner

Beginning an AnalysisBeginning an Analysis

Analysis of interview data is necessary to Analysis of interview data is necessary to understand what to do when you reach this understand what to do when you reach this phase in the researchphase in the research

The most obvious way to analyze The most obvious way to analyze interview data is interview data is content analysiscontent analysis

Systematic filing systemsSystematic filing systems

The obvious purpose of a filing system is The obvious purpose of a filing system is to develop a means by which to access to develop a means by which to access various aspects of the data easilyvarious aspects of the data easily

Classes of things, persons, events, and Classes of things, persons, events, and important characteristics important characteristics

Intended to establish the various topics to Intended to establish the various topics to be indexed in the filing systembe indexed in the filing system

Table Student’s View of Formal Grammar Teaching on Table Student’s View of Formal Grammar Teaching on the Development of English Writing Proficiency the Development of English Writing Proficiency

[Major Topic/Theme][Major Topic/Theme]

SubthemesSubthemes

No grammar Improve No grammar Improve UseUse

Concepts writing skill Concepts writing skill sentence imitationsentence imitation

No good grammar Teaching grammar Students Write No good grammar Teaching grammar Students Write andand

concepts can write can improve Shareconcepts can write can improve Share

down good sentence writing skill their sentencedown good sentence writing skill their sentence

Short-Answer sheetsShort-Answer sheets

1.1. Stored in separate filesStored in separate files

2.2. Stored each interview transcriptStored each interview transcript

3.3. Summarize many of the issues and topics Summarize many of the issues and topics

contained in each transcriptcontained in each transcript

Analysis Procedures: A Concluding Analysis Procedures: A Concluding RemarkRemark

The collection of qualitative data is The collection of qualitative data is extensive that researchers can feel that extensive that researchers can feel that their jobs must be completetheir jobs must be complete

After completed, researchers must After completed, researchers must examine potential patternsexamine potential patterns