Responses within activities

Author(s):  
Michal Marmorstein ◽  
Nadav Matalon

Abstract Large conversational activities (e.g., storytelling) necessitate a suspension of ordinary turn-taking rules. In the resulting constellation of main speaker and recipient, minimal displays of cooperative recipiency become relevant at particular junctures. We investigate this mechanism by focusing on the Egyptian Arabic particle ʔāh ‘yeah’ when thus used. We observe that tokens of ʔāh are mobilized by main speakers via the opening of prosodic slots at local pragmatic completion points. The prosodic design of the particle at these points is sensitive to prior talk and displays recipients’ alignment at the structural, action-sequential, and relational levels. This is done through variation of three prosodic features, namely, rhythm-based timing, pitch configuration, and prominence. The measure of alignment proposed by ʔāh is implicative for the continuation of the turn. While smooth progression suggests that ʔāh is understood to be sufficiently fitted and aligned, expansions are traceable to a departure from the terms set by prior talk, which can be heard to indicate lesser alignment. We propose to view ʔāh response tokens as a subset of positionally sensitive responses to part-of-activity actions that are crucial for the co-accomplishment of a large activity.

2015 ◽  
Vol 6 (1) ◽  
pp. 117-145 ◽  
Author(s):  
Jesús Romero-Trillo

This article describes the prosodic features of the most frequent pragmatic markers in English conversations that contribute to the management of context in interaction. Often, turn-taking has been analyzed either from a structural perspective, in which the participants are treated as subjects that pursue rules, accommodating to pre-established patterns, or (more recently) from a pragmatic perspective with a focus on the intentionality of the speaker in the use of pragmatic markers. It is my contention in this article that pragmatic markers are ancillary to context within the Dynamic Model of Meaning theory, and that prosody plays an essential role in adaptive management as the fourth element of context.


2019 ◽  
pp. 41-52
Author(s):  
Anastasia V. Gorbyleva ◽  

In conversation, speakers become more alike in various dimensions. This phenomenon, commonly called convergence, or entrainment, is widely believed to be crucial to the success and naturalness of human interactions. We investigate three aspects of convergence in prosodic dimensions: automatic entrainment, turn-taking and role relations between speakers. We explore whether speakers coordinate with each other in these dimensions over the conversation globally as well as locally, on a turn-taking basis. The results of the research show that the female speaker had a leading part in the course of the conversation, while the male speaker was a follower. Some prosodic characteristics, such as pitch and syllable duration at the end of the turn, show either individuals' identity in contrast to that of another individual or similar strategies of accommodation. Conversely, the male speaker applied more convergence strategies in the terminal part of the conversation within such prosodic features as mean intensity and duration of pauses marking the transition to a new speaker.


2020 ◽  
Vol 1 (4) ◽  
pp. 28-40
Author(s):  
Hosni M. El-dali ◽  
Doha M. Abd El-Moety ◽  
Maha A. El-Seidi

The present study is an investigation of the parameters of power following in medical encounters in spoken Egyptian Arabic. The analysis will focus on the aspects of discourse: speech acts especially directives such as questions, orders and commands, features related to turn taking like different types of overlap, adjacency pairs and the concept of preference, Grice's concept of implicature and the politeness theory with its strategies for Face Threatening Acts.  The study aims at drawing conclusions concerning power and ways of claiming it in Egyptian Arabic medical encounters. Thus, the study differs from previous studies not only in investigating the Arabic language but also in the aspects of analysis, which has not been examined before because each of the previous studies concentrates on only one aspect of analysis.


2020 ◽  
Vol 35 (6) ◽  
Author(s):  
Cao Thi Hong Phuong ◽  
Pham Xuan Tho

The present paper analyses conversational strategies employed by the interviewer on a New Zealand radio programme from conversation analysis (CA) perspective. This study employs a documentary method of interpretation in order to seek answer(s) to the research question. Specifically, Sacks, Schegloff and Jefferson’s (1974) model of conversation analysis was adopted to explore turn-taking strategies used in the interview. The analysis reveals that the interviewer employed a variety of turn-taking strategies such as signaling the end of turn, holding a turn, asking a question, self-selection and “prosodic features” (ibid.) to achieve the purpose of the interview. The findings of this study suggest several potential CA-informed pedagogical implications for English language teaching classroom.


2005 ◽  
Author(s):  
Tomoko Ohsuga ◽  
Masafumi Nishida ◽  
Yasuo Horiuchi ◽  
Akira Ichikawa

2019 ◽  
Vol 62 (9) ◽  
pp. 3397-3412
Author(s):  
Michelle I. Brown ◽  
David Trembath ◽  
Marleen F. Westerveld ◽  
Gail T. Gillon

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.


2014 ◽  
Vol 17 (1) ◽  
pp. 4-16
Author(s):  
Jade H. Coston ◽  
Corine Myers-Jennings

To better prepare the professionals and scholars of tomorrow in the field of communication sciences and disorders (CSD), a research project in which undergraduate students collected and analyzed language samples of child-parent dyads is presented. Student researchers gained broad and discipline-specific inquiry skills related to the ethical conduct of research, the literature review process, data collection using language assessment techniques, language sample analysis, and research dissemination. Undergraduate students majoring in CSD developed clinical research knowledge, skills, and dispositions necessary for future graduate level study and professional employment. In addition to the benefits of student growth and development, language samples collected through this project are helping to answer research questions regarding communicative turn-taking opportunities within the everyday routines of young children, the effects of turn-taking interactions on language development, and the construct validity of language sampling analysis techniques.


2008 ◽  
Author(s):  
Celia B. Harris ◽  
Amanda J. Barnier ◽  
John Sutton

Author(s):  
Philip Zimbardo ◽  
Joan Linsenmeier ◽  
Peter Smith ◽  
Loren Kabat

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