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i Dedication ii Acknowledgements iii List of Tables vi List of Figures vii Chapter 1: Introduction and Literature Review 1 International Students Studying at Colleges and Universities in the United States ..2 Culture Shock and Adaptation 3 Individualism and Collectivism 4 Cross-Cultural Misunderstandings5 Advising International Students 6 Projectably Extended Tellings and Understanding 7 Chapter 2: Data and Method 13 Data-Collection Site and Rationale 13 Qualitative Research: Conversation Analytic Approach 14 Participants 15 Data Collection Procedure 16 Room Layout and Participant Orientation 17 Transcription and Analysis. 17 The Activity Context and Foci of Analysis 18 Chapter 3: Analysis 22 The Nature of a Possible-Completion Place 22 Syntactic Completion 23 Intonational Completion 24 Pragmatic Completion 24 Specifying the Focal Engagement Framework 26 The Frequency and Type of Advisors’ Responses 27 Vocal Continuers 28 Stand-Alone Head Nods 29 Okay 30 Yeah 30 Positive Assessments 31 Right 31 The Positioning of Advisors’ Responses 34 ‘Early’ Responses 35 ‘Precisely-On-Time’ Responses 36 v ‘Late’ Responses 36 No Response at All 38 The Nature of Student Progression from Unit to Unit 38 Self Repairs 39 Understanding Checks 40 Increments 41 Answers to Advisors’ Initiations of Repair 44 The Relationship Between Position of Advisor Response and Student Progression.. 45 Deviant-Case Analysis 48 Chapter 4: Discussion and Conclusion 54 Limitations 56 References 60 Appendices 74 A: HSRRC Approval 74 B: HSRRC Approval for Continuation of Project 76 C: Informed Consent Form for Advisor77 D: Informed Consent Form for International Student79 E: Survey for Advisor 81 F: Survey for International Student83

A Relevance Rule Organizing Responsive Behavior During Projectably Multi-Unit Tellings