Abstract

Mental spacesare conceptual structures for meaning representation and interpretation in discourse. They are pervasive in everyday language as an important aspect of ongoing language processing and meaning construction (Hamawand 2016). The application ofMental Space Theory(MST) to the analysis of real, attested examples of discourse (e.g. Conversation Analysis) has been undertaken through productive exchanges (seeHougaard 2004,2005,Oakley & Hougaard 2008,Oakley 2009). The integration links external, observable language behaviors to internal, conceptual mental operations (Williams 2008), revealing that the cognitive dimensions of discursive approaches are essential to the analysis of talk-in-interaction. This study focuses on the technical aspects of Conversation Analysis in interactive academic talk and shows how MST can provide a subsequent framework for making plausible accounts of the meaning construction process underlying typical conversational moves in this unique talk setting. The data analyses show that the accessibility and selectivity of cognitive mappings contribute to shaping the structurality of meaning representation, transmission, and interpretation. The findings have implications for understanding and characterizing how co-constructed meaning enters into individual and collective conceptualization in higher education communication.