Talk In Interaction Research Articles

対話型鑑賞,鑑賞能力(美的感受性)の発達,鑑賞批評メソッドの研究 : 読解的鑑賞の準備的論察

対話型鑑賞,鑑賞能力(美的感受性)の発達,鑑賞批評メソッドの研究 : 読解的鑑賞の準備的論察

The Influence of Teacher Talk toward Students’ Attitude to Speak English

This research aimed at identifying the formal and interactional features of teacher talk in the classroom interaction during teaching and learning process. The research employed mixed methods research design. In this case, the researcher applied QUAN-qual model. The subjects consist of two English teachers and the fourth year students of English Education Department of Tarbiyah and Teacher Training Faculty at State Islamic University of Alauddin Makassar. The researcher collected the data using interview, questionnaire, passive participant observation which was analysed by using formal features and interactional features analysis. The research result indicated that the type token ratio of the teachers was low. It revealed that the vocabulary they used in delivering the material less varied. Then, the mean length utterance for Teacher A was 8.85 wpu and for the Teacher B was 12.06 wpu. It meant that teacher A delivered shorter utterances and Teacher B produced longer utterances. The Teacher A and B used more procedural questions than convergent and divergent questions in interacting in the classroom. The teachers provided interactional feedback when addressing students in the classroom. In terms of attitude, the students had positive attitude toward teacher talk. It was highly approved by the result of questionnaire where the students were favourable to the teacher talk. In addition, the students were motivated to speak English if the teacher encouraged them to speak English. Keywords : Influence,Teacher Talk, Students’ Attitude,Speak English

Classroom Interaction: Teacher And Student Talk In International Class Program (Icp)

<p>This study is an attempt to examine classroom interaction which specifies teacher and student talk in International Class Program (ICP) at non-English departments at State Islamic University Maulana Malik Ibrahim Malang. ICP class is different from regular class in which English and Arabic are used as medium of instruction in the teaching and learning process. This study is intended to answer two questions: (1) What categories of teacher talk are used by the teacher in giving stimuli in the process of teaching and learning? and (2) How do the students respond to the teacher’s instruction in the process of teaching and learning? The subjects of the study are the teacher and the students in ICP class. The data are elicited through non-participant observation, interview with the teacher and the students, field notes and recording of utterances between the teacher and the students. Data are analyzed using the ‘interaction model’ of Miles and Huberman, following FLINT system. This article reports the results of the analysis of classroom interaction that focuses on teacher and student talk in ICP class.</p><p> </p><p><strong>Keywords: </strong><em>classroom interaction, teacher and student talk, ICP class</em><em> <strong></strong></em></p>

Improving recruitment in psychiatry: The impact of a psychiatry summer school on attitudes towards psychiatry in medical students and foundation doctors

IntroductionIn 2011, the Royal College of Psychiatrists in UK published a five-year plan to boost recruitment to a 95% fill rate for core training posts. Psychiatric summer schools were one of the methods outlined to improve recruitment. These are 3-day courses allowing attendees to explore different subspecialties and showcase inspiring psychiatrists who are leaders in their field.AimsTo evaluate whether attending a Psychiatry Summer School improves scores on the attitudes towards Psychiatry Scale (ATP-30) in Medical Students (MS) and Junior Doctors (JD).MethodsTwo free courses were held; one for MS in August 2016 and one for JD in November 2015. These involved interactive talks from consultant psychiatrists in various sub-specialties and a day in a forensic setting. All attendees were asked to complete ATP-30 before and immediately after attendance. A higher ATP-30 score indicates a more positive the attitude the minimum score is 30 and the maximum is 50. Paired scores were analysed using a paired t-test.ResultsThirty-three out of 45 attendees completed ATP-30 MS (n = 20/24) and JD (n = 13/21) before and after the course. The mean ATP30 score was 116 before attendance and 128 after the course, the mean difference was +12. When the two samples were compared using a paired t-test, there was a significant positive difference P < 0.0005.ConclusionsPsychiatry summer schools can improve attitudes towards psychiatry in medical students and junior doctors.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Transivitity Patterns Exhibited by Persons with Dementia in Conversation

We examine the syntactic structures exhibited by persons with dementia in conversation. Traditionally, research on the linguistic abilities of persons with dementia is either observational (reports kept by caregivers) or experimental (e.g. based on comprehension tasks), and the focus is not on the syntactic competence of the speaker. We combine insights from corpus-based syntactic analysis with methods from interactional approaches. Our close syntactic analysis of the talk of 20 persons diagnosed with dementia and their non-impaired co-participants document both grammatical accuracy and the range of linguistic complexity produced as compared to patterns reported in studies of non-impaired speakers. We note the selection of complex grammatical structures (i.e. verbal arguments) is largely a consequence of the interaction rather than evidence of linguistic decrement. We report on the most pertinent of these interactional influences. Our findings support strategies that promote complex linguistic and interactional talk with persons diagnosed with dementia. We believe that these strategies will help increase the interactional opportunities that are lacking as reported by and about persons residing in an assisted living facility (Brooker 2011).

Den etnometodologiske konversationsanalyse som kulturanalytisk metode

This article will focus on the ethnomethodological conversation analysis (CA) as a method for analysing cultural phenomena in conversation. It will present some of CA’s basic assumptions about the social character of situated interaction and the use of con-text in conversation as well as discuss some recent research projects which, based on the conversation analytical approach, focus on cultural aspects of face-to-face or telephone conversation. Finally, it presents basic methodological aspects of the main traditions within cultural analysis, the functionalist paradigm and the interpretive anthropology, and relate the CA approach to these traditions. It is suggested that CA may make significant contributions to the ongoing discussion of methodology within the fields of cultural analysis and intercultural communication, be it the technical skills for analysing organization or identity in talk in interaction, the approach to context, to the interactive character of communication, or the reflexive understanding of the relationship between social and cultural norms and situated interaction.

Emergentist Metaphorical Creativity: Towards a Model of Analysing Metaphorical Creativity in Interactive Talk

Emergentist Metaphorical Creativity: Towards a Model of Analysing Metaphorical Creativity in Interactive Talk

Cornerstones of Toxicology.

The 35th Annual Society of Toxicologic Pathology Symposium, held in June 2016 in San Diego, California, focused on "The Basis and Relevance of Variation in Toxicologic Responses." In order to review the basic tenants of toxicology, a "broad brush" interactive talk that gave an overview of the Cornerstones of Toxicology was presented. The presentation focused on the historical milestones and perspectives of toxicology and through many scientific graphs, data, and real-life examples covered the three basic principles of toxicology that can be summarized, as dose matters (as does timing), people differ, and things change (related to metabolism and biotransformation).

"Are you so ashamed to come from Poland and to speak your mother tongue?"- metalinguistic talk, identities and language ideologies in teenagers' interactions on ASKfm

"Are you so ashamed to come from Poland and to speak your mother tongue?"- metalinguistic talk, identities and language ideologies in teenagers' interactions on ASKfm

Classroom talk in bilingual class interaction

Classroom talk in bilingual class interaction

Grammar Is a System That Characterizes Talk in Interaction.

Much of contemporary mainstream formal grammar theory is unable to provide analyses for language as it occurs in actual spoken interaction. Its analyses are developed for a cleaned up version of language which omits the disfluencies, non-sentential utterances, gestures, and many other phenomena that are ubiquitous in spoken language. Using evidence from linguistics, conversation analysis, multimodal communication, psychology, language acquisition, and neuroscience, we show these aspects of language use are rule governed in much the same way as phenomena captured by conventional grammars. Furthermore, we argue that over the past few years some of the tools required to provide a precise characterizations of such phenomena have begun to emerge in theoretical and computational linguistics; hence, there is no reason for treating them as “second class citizens” other than pre-theoretical assumptions about what should fall under the purview of grammar. Finally, we suggest that grammar formalisms covering such phenomena would provide a better foundation not just for linguistic analysis of face-to-face interaction, but also for sister disciplines, such as research on spoken dialogue systems and/or psychological work on language acquisition.

Using a category to accomplish resistance in the context of an emergency call

We report a single case analysis of a recorded emergency call with particular reference to the use of the non-recognitional categorical person reference ‘a personal doctor’ in the sequential context created by the Medical Priority Dispatch System (MPDS) protocol routinely used by the emergency services. We describe both the position and the composition of the turn in which this categorical person reference is deployed in order to analyse the action accomplished by its selection. We show how this category reference is selected to support the action in which the speaker is otherwise engaged, which is to resist the sequential trajectory proposed by his interlocutor (giving instructions for cardiopulmonary resuscitation). Our analysis makes two key contributions: 1) it provides a concrete detailed exemplar of how analysts can ground claims about category-bound inferences in the empirical practices of talk in interaction and 2) it extends existing work on emergency calls by relating their sequential structure to the MPDS protocol.

“Where are you really from?”: Nationality and Ethnicity Talk (NET) in everyday interactions

Abstract The article examines the significance of questions such as “where are you really from?” in everyday conversational interactions. Defining this kind of talk as nationality and ethnicity talk (NET), i. e. discourse that either explicitly or inexplicitly evokes one’s nationality or ethnicity in everyday conversation, the paper discusses what constitutes NET, how it works through symbolic and indexical cues and strategic emphasis, and why it matters in the wider context of identity, race, intercultural contact and power relations. The discussion draws on social media data including videos, blogs, on-line comments and the authors’ observations, and focuses on NET around Asian people living outside Asia. It argues that the question “where are you really from” itself does not per se contest immigrants’ entitlement. However, what makes difference to the perception of whether one is an “interloper” – someone who is not wanted – is the “tangled” history, memory and expectation imbued and fuelled by power inequality.

Assessment of an Interactive Toolbox Talk Training on N95 Respirator Mask Use Among Construction Workers

Assessment of an Interactive Toolbox Talk Training on N95 Respirator Mask Use Among Construction Workers

Emotion-identity talk in aggressive interactions and in reflexive accounts

Proceeding from the assumption that emotional competencies are vital components of identity work, this article focuses on emotion talk in interactions as conducive to the speaker's maintaining dignity and forming desired relatedness with their counterpart. We compare the same speaker's emotion-identity management in two different yet related encounter types: (1) an aggressive bargaining, where his dignified self is threatened and (2) his reflexive account of this event. Thereby we aim to identify alternating emotion-talk strategies as cultural resources in coping with specific encounters' constraints and tasks. Materials are drawn from a study on talk-in-interaction of young Israeli men. Extensive discourse analysis is conducted of the speaker's performance throughout the two encounters. Findings reveal two sets of emotional-discursive strategies in constructing the speaker's self-in-relations and in retrospectively positioning himself vis-à-vis his own past experience. The speaker's competence of maneuvering between two self-in-interaction models—aggressiveness and detachment—is demonstrated, using or avoiding emotion talk in accordance with his different encounters' tasks, eventually producing a coherent, morally justified image of himself throughout the sequence of events. Linking emotion talk to the construction of a dignified self, analysis points at the ambivalent status of emotion-discourse as a resource of identity-work, hinging on specific encounter rules.

Developing interactive mathematical talk: investigating student perceptions and accounts of mathematical reasoning in a changing classroom context

In recent years there has been an increased focus on the need for teachers to develop learning communities where all students have opportunities to engage in interactive discourse. However, there are few studies that focus on student perceptions and accounts of mathematical reasoning in classrooms with interactive mathematical talk as a focus of reform. A framework of teacher actions to develop classroom and mathematical practices was developed from classroom observations. Photo-elicitation interviews were used to investigate student perception and accounts of mathematical explanations and reasoning. The professional development programme, shifts in the teacher actions, and subsequent shifts in student perception and their recall of their own and peers’ mathematical reasoning over a school year are highlighted. Developing interactive dialogue in the classroom took considerable time and attention. Facilitating change to the way students both participated and understood their obligations required constant, ongoing attention to both the classroom and mathematical practices.

“Congratulation your birthday” - Linguistic and Sequential Characteristics of Social Actions Co-constructed by Korean L2 Learners

This study aims to investigate the sequential social actions of Korean L2 learners. Social actions are sequenced temporally by observing the interactions participants have with each other. L2 learners’ interactional resources are deployed along interactional sequences, which are then expanded in some combination of before, during, and after an adjacency pair is completed with a second pair part. Applying inter- and intra- turn relational analysis on the transcription of recorded talk-in interactions will reveal how the first pair part is responded to by the second pair part in terms of preferences and what the pairs are doing in relation to the co-participants. For this purpose, interactions of Korean university students have been recorded and transcribed for analysis of pairs and expansions as well as for linguistic resources. The findings indicate that actions may be performed directly or indirectly with expansions while conversational sequences are developed. Further, language usages distinctive from common uses are found especially in saying “Congratulations” for different purposes, for example offering birthday wishes and others. These results indicate the need to reflect what is and what is not being taught in English language education.

Small talk in interpreted interactions in a medical setting

ABSTRACTEven though the importance of small talk in institutional interactions has been extensively demonstrated in sociolinguistic studies, it has never been the object of analysis in interpreted interactions. Given the interpreters' theoretically prescribed role as animator in such interactions, it is particularly interesting to investigate how interpreters deal with small talk, while this type of talk may also offer important opportunities to clients for constructing interpersonal relationships with professionals. This study focuses on recordings of naturally occurring interpreted interactions in a medical context and the analyses demonstrate that almost all small talk is oriented to the interpreters. These thus hold a pivotal role in small talk sequences and this allows them to do a wide variety of identity work far beyond the prescribed role of translator. Finally, there is only limited evidence that small talk may contribute to establishing an interpersonal relationship between clients and professionals across language barriers.

Adjournments during TV watching: A closer look into the organisation of continuing states of incipient talk

This article examines how participants collaboratively achieve projection of adjournments in TV audience interaction in Turkish. Adjournments are lapses in continuing states of incipient talk (CSIT) when the participants are not just talking but engaged in another activity. Adjournments during CSIT are neither attributable silences nor are they treated as accountable by the participants. Adopting the ethnomethodological tool of conversation analysis, the article reveals two types of episodes of talk in TV audience interaction: (1) adjacency pairs and (2) extended sequences. In adjacency pairs, an adjournment is projected through absence of mutual gaze and providing minimal agreements. In extended sequences, however, gaze aversion and demonstrable establishment of mutual alignment (e.g. using proverbial expression) are employed by the participants to hold the transition relevance place and project adjournments.

Talk, Text, and Tasks in Student-Initiated Instructional Interaction

This study examines student-initiated instructional interaction in contexts where students work individually with tasks. The aim is to demonstrate some systematic ways in which the actions of students and teachers are contingent on, shaped by, and oriented to these tasks and the associated texts. Analyses of three encounters situated in different phases of the students' work are presented: in the beginning of the task, students ask open-ended questions about textual instructions and what they are supposed to do; in the midst of reading textbooks and writing texts, students ask the teacher to clarify or confirm some issue; and after having written a text, students request the teacher to read it, and assess whether it is acceptable or needs revision. The analyses show the interplay between talk, text, and task, and how the instructional interaction orients towards what the students have done before the encounters and what they should do next.