Engaged Listenership and Modality in English M.A. Theses Defenses in Al-Qadisiyah University

Abstract

Abstract: This study examines how engaged listenership and modality are conveyed in thesis examinations based on two M.A. theses defenses examined in Al-Qadisiyah University. This study followed a three-model analysis, that is Burton's (1980), Schegloff and Jefferson's (1974), and Sacks et al’s (1974). The study finds that there are several linguistic devices used in thesis defenses, including minimal and non-minimal response tokens, overlaps, interruption, auxiliary modal verbs, gestures, and turn-takings. Additionally, the examiners and candidates used minimal response items, e.g. hm, mm, ok, yeah, yes, non-minimal response items, e.g. all right, good, right, overlap, and interruptions, and modality e.g. must, should, will, would, can and could also are most common in spoken academic registers. In addition, the participants employed various conversational strategies during their turns at talk-in interactions.