Organization Of Turn-taking Research Articles

The Role of Language in Remote Healthcare Triage: AMeta-Aggregative Review.

To provide an overview of evidence on the role of language in remote healthcare services prioritisation, from now on termed triage. This study synthesises literature, to better understand how language affects triage interactions, aiming to improve these processes. We conducted a meta-aggregative review. A systematic search in Scopus from inception to September 2023 identified 437 studies on language in remote healthcare triage, of which 23 were included. Information was selected using both inductive and deductive coding, focusing on six linguistic features of interaction that have been described in the literature on studies using conversation analysis: turn-taking organisation, overall structure, sequence organisation, turn design, lexical choice, and epistemological and other forms of asymmetry. The process followed the RAMESES Publication Standards for Meta-narrative Reviews. Two main findings emerged. First, all six linguistic features are present in triage conversations, indicating that language involves more than just what is said. It also matters, for example, how and when a question is asked. Second, computerised decision support systems (CDSS) significantly affect conversation flow and dynamics. Language in triage involves more than literal speech and is heavily influenced by CDSS. Our study suggests that quality assessments of triage conversations should consider not only what is said but cover all relevant aspects of language. The influence of computerised decision support systems (CDSS) on linguistic features highlights the need for systems to be adaptable, to improve conversation quality and better addressing caller needs rather than focusing on one-size-fits-all questions. This review highlights the complex role of language in triage conversations and its impact on interaction. It calls for a broader view of language in quality assessments, recognising that both call-takers and callers contribute to call quality. Insights from this review can help developers enhance question types, sequence, and delivery methods of computerised decision support systems. Finally, education for call-takers in healthcare sectors may be improved based on our findings. No patient or public contribution.

Drafting A Simplest Systematics for the Organization of Turn-Taking for Conversation

Drafting A Simplest Systematics for the Organization of Turn-Taking for Conversation

IS SILENCE GOLDEN? CONVERSATIONS OF NATIVE SPEAKERS OF RIMI IN SINGIDA- TANZANIA

This paper provides an empirical examination of the perception of silence as a communicative act in a Rimi cultural context. Four casual conversations with Rimi native speakers were examined. Silence in conversation was determined using a turn-taking framework in Conversation Analysis previously described by Sacks et al. (1974) as a turn-taking organization. Native speakers of Rimi like people in other cultures have beliefs and myths regarding silence. However, these cultural artifacts are often hardly reflected in their real conversation practice. Rimi's belief regarding the value of silence dictates avoidance of silence because they consider it a danger and veiled bad intentions. Despite this cultural orientation regarding silence, in some contexts, Rimi native speakers give it a positive value. The findings show that silence can be used for terminating a topic, showing agreement, and indicating emotions such as sadness. Silence therefore can lead to either harmonious or troubled conversation at the same time. Many prolific studies have shown that Eastern cultures appreciate silence while the Western cultures silence is attributed to incompetence and lack of willingness to participate in communication. This cultural dichotomy regarding the perception of silence between Western and Eastern cultures gives an impression that cultures can either perceive silence positively or negatively. Data from this study show that this understanding is faulty. The data indicate that silence cannot be described categorically as solely positively or negatively perceived in a particular culture; instead, it should be viewed as a variable entity within a single cultural group.

Analyzing Collaborative Talk in a Student Managed Task-based Fine Art Activity

Objectives This is a qualitative study of the fine art group activity in the eyes of sociolinguistics. Using conversation analysis, this study aims to scrutinize how the actual collaborative talk dynamics take place in a student managed task-based art activity.
 Methods In order to have a close look at the collaborative talk, we focused directly on face-to-face talk-in-interaction of four students’ during their two hour group activity in a college art class, ‘understanding of contemporary art’. The student managed task-based group activity was a part of liberal arts course especially in the 11th week of spring semester, 2022 at a university in Seoul, Korea. The data was collected via video recording of the two hour group discussion, and the recorded talk was all transcribed for conversation analysis which is the main tool of analyzing students’ talk.
 Results The procedure of students task-based activity included the following four steps: (1) sharing and choosing an agreed task topic to work on, (2) cooperative opinion sharing for making the art work, such as materials and method (3) actual making and art work completion, (4) wrapping up and cleaning. Conversation analysis is a study of turn-taking organization of talk-in-interaction to find how the participants manage and display intersubjectivity in talk. In the students’ talk occurred in the process of the student managed group task, we found several turn-taking types resulting reciprocal support in order to develop the task product: (1) topic change, (2) other-initiated second turn repair, (3) reactive tokens, and (4) other question-answer sequences with mutually supporting verbal and nonverbal moves.
 Conclusions This study is quite valuable in terms that it addressed the naturally occuring process of turn-taking sequences by analyzing students’ talk-in-interaction in depth when the students were engaged in collaborative task-based activity to complete an act work. As noted in the result, most of the various types of turn-taking lead mutual support and agreement of each other’s thought in order to produce the collaborative task completion rather than aggressive debate and disagreement.

Talk Show Hosting Turn-Allocation Techniques in Jimmy Kimmel Live

Engaging in a conversation is crucial to people as social beings, in which turn-taking is one of its core elements. As a cooperative activity, it requires an orderly turn distribution, especially in TV talk shows where the host and the guests cooperate to distribute turns led by the host. This phenomenon can be observed in Jimmy Kimmel Live, a late-night talk show that highlights conversational activities to incorporate its entertainment bits. This study investigates turn-allocation techniques used by Jimmy Kimmel as the host of the talk show to manage a multiparty conversation with the Avengers: Endgame cast. The analysis is based on Sacks, Schegloff, and Jefferson’s theory concerning the systematics for turn-taking organization along with Lerner’s elaboration on Sacks et al.’s turn allocation. To extract the data, Jeffersonian conventions are used, then the descriptive qualitative method is exercised to analyze the data in two levels: providing context and theoretical elaboration. It is found that the host only uses current-selects-next techniques (i.e., gaze, addressing, context-tied), in which context-tied becomes the most common technique practiced creating an exclusive connection that effectively allocates turn to the prospective speaker. Other techniques: gaze and addressing are also used by mutual gaze and address term positioning. Meanwhile, self-selection techniques (i.e., starting first and overlapping talk) are absent because of the unequal share of power and role of the host compared with the guests.

Parent-offspring turn-taking dynamics influence parents’ song structure and elaboration in a singing primate

Parent-offspring interactions are essential to interpret animal social evolution and behavior, but their role in mediating acoustic communication in animals that interact vocally is still unclear. Increasing evidence shows that primate vocal communication is way more flexible than previously assumed, and research on this topic can provide further information on how the social environment shaped vocal plasticity during the evolution of the Primate order. Indris communicate through elaborated vocal emissions, usually termed songs. Songs are interactive vocal displays in which all members of the family group alternate their emissions, taking turns during chorusing events. We aimed to understand whether specific rules regulate the turn-taking of different group members and investigate the flexibility of indris’ vocal behavior when co-singing with their offspring. We found that social factors can influence the turn-taking organization in a chorus, as offspring were more likely to drop out from the parents’ duet than join in, and we speculate that overlap might signal competition by members of the same-sex. The duet between the reproductive pair was the most common type of singing organization, followed by a duet between mothers and sons and the triadic interaction between mother, father, and son. Interestingly, parents’ solo singing seems to stimulate offspring to vocalize, and we also found that mothers and fathers simplify, at least in part, song elaboration when chorusing with offspring. Our results indicate that indris can perform short-time adjustments to the number of co-emitters and their identity: our approach is advantageous in highlighting the multilevel influences on primate vocal flexibility. Moreover, it provides evidence that some aspects of our vocal plasticity were already present in the lemur lineage.

Beyond mirativity and mutual understanding: The functions of turn initial and final loh in Colloquial Indonesian

Investigating the discourse particle loh in colloquial Indonesian, this study found that loh does not always function as a mirative, an emphatic marker, or a mutual understanding marker as previously perceived. By analyzing the instances of loh that occur in turn initial and final positions, this study found other pragmatic and interactional functions of loh. In long conversation sequences when new information easily gets lost and topics often shift or change, speakers sometimes use loh to initiate their turn in order to request clarification. Speakers in conversation sequences observed in this study also use loh to preface a confirmation or agreement. This study also found that speakers often use loh in turn final position to project the end of their turns. Overall, this study illuminates key functions of loh in the organization of turn-taking.

A systematic review and Bayesian meta-analysis of the development of turn taking in adult-child vocal interactions.

Fluent conversation requires temporal organization between conversational exchanges. By performing a systematic review and Bayesian multi-level meta-analysis, we map the trajectory of infants' turn-taking abilities over the course of early development (0 to 70months). We synthesize the evidence from 26studies (78 estimates from 429 unique infants, of which at least 152 are female) reporting response latencies in infant-adult dyadic interactions. The data were collected between 1975 and 2019, exclusively in North America and Europe. Infants took on average circa 1s to respond, and the evidence of changes in response over time was inconclusive. Infants' response latencies are related to those of their adult conversational partners: an increase of 1s in adult response latency (e.g., 400 to 1400ms) would be related to an increase of over 1s in infant response latency (from 600 to 1857ms). These results highlight the dynamic reciprocity involved in the temporal organization of turn-taking. Based on these results, we provide recommendations for future avenues of enquiry: studies should analyze how turn-by-turn exchanges develop on a longitudinal timescale, with rich assessment of infants' linguistic and social development.

Verbosity, traumatic brain injury, and conversation: A preliminary investigation

ABSTRACT Background Cognitive-communication disorders resulting from traumatic brain injury may cause speakers to produce excessive verbal output, i.e., to be verbose. There is little evidence on the specific behaviours through which speakers achieve verbosity in conversation. Specifying verbosity-related behaviours can provide an improved basis for diagnosis, treatment, and measuring change in communication over the course of recovery. Aims This study explores whether people with verbosity caused by traumatic brain injury adopt behaviours that violate the normative organisation of turn-taking in conversation. Methods & Procedures Using conversation analysis, this study examines 1 hour and 40 minutes of conversations involving two participants with cognitive communication disorders characterised by verbosity following severe traumatic brain injury. Outcomes & Results Overlapping talk, self-initiated self-repair, parenthetical inserts, and practices for turn continuation are identified as candidate signs of verbosity. There is also evidence that verbose speakers employ practices to manage topical discontinuity caused by verbosity. Conclusions Verbose behaviour involves a complex interplay between cognitive impairment, communicative activity, and the communicative environment. Clinical measures for verbosity should be developed with reference to empirical findings about typical conversation.

The Korean discourse particle ya across multiple turn positions: An interactional resource for turn-taking and stance-taking

This paper investigates the Korean vocative interjection ya ‘hey’ in multiple turn-constructional unit (TCU) positions. A conversation analytic examination of telephone and face-to-face conversations shows that ya is an emerging discourse particle that plays an important role in the organization of turn-taking and stance-taking. At TCU-initial position speakers regularly use ya when departing from one topic to another or from one action/activity to another in a disjunctive manner. Here, speakers use ya to alert the recipient to the new topic or action they are pursuing. At TCU-final position, ya is used in turns that are not cohesive with another speaker's stance or with the speaker's own expectation. In this position the speaker retroactively marks their stance to the just-completed utterance with ya. Furthermore, the study finds that a ya which prosodically and syntactically belongs to both the prior TCU and the following TCU serves as a turn-constructional pivot extending the speakers' turn beyond the incipient point of possible completion. Overall, the findings illustrate the importance of understanding a form's usage as they occur through the progression of a turn and a sequence in naturally occurring talk, and contribute to our understanding of utterance (left/right) periphery phenomena.

Classroom Discourse as Institutional Interaction: From the Perspective of Conversation Analysis

In this study, classroom discourse is chosen as the subject to be analysed in terms of the basic structures of conversation analysis (CA) which are turn-taking organisation, sequence organisation, repair and action formation, as developed principally by Harvey Sacks, Emanuel Schegloff and Gail Jefferson. As a form of educational talk, classroom interaction should be scrutinised not only in a conversational perspective, but also from an institutional view. Many controversies and debates regarding this particular discourse are present from the conversation analytic point of view, indicating that it is indeed an important subject that need extended studies on. This study analyses learner-learner interaction in task-oriented, learner-centred classrooms, instead of traditional classroom interaction, from the conversation analytic perspective. It helps expanding the research on this subject to a new focus, which is modern classroom interaction.

Situating embodied action plans: pre-enacting and planning actions within knowledge communication in sports training

Abstract This article investigates action plans not as mental but as situated and observable activities in social interactions. I argue that projections and action plans can be understood as complex embodied practices through which actors prepare and coordinate further actions as part of a trajectory of a “communicative project”. “Projections” within ‘talk-in-interaction’ are a central topic of conversation analysis (CA), e.g. for the micro analysis of the organization of turn-taking or for the identification of turn-constructional units. Aside from former CA-studies on syntactic and prosodic features, current research using CA from a multimodal perspective shows how embodied resources, such as gestures, serve as “premonitory components” of communicative actions. Using video data of communications in sports training in trampolining, I will show how communicatively situated “embodied action plans” are applied within pre-enactments and instructions for the production of embodied knowledge. Pre-enactments not only serve the production of an ideal imagination to corporally produce intersubjectivity. Pre-enactments are also used temporally for the multimodal and visibly situating of embodied action plans, to which actors can coordinate and orientate their current and prospective communicative actions.

Fostering transfer of responsibility in the middle school PBL classroom: an investigation of soft scaffolding

Scaffolding is one of the critical features in a problem-based learning environment to address challenges associated with problem solving. While transfer of responsibility is considered as an ultimate goal in scaffolding that is adaptive and contingent, it is rarely studied and practiced. Thus, the purpose of this study was to inform a deeper understanding of one middle school teacher’s manner of soft scaffolding, which refers to just-in-time and contingent support, through teacher-student interaction to examine how transfer of responsibility was achieved. We investigated one middle school teacher’s forms of scaffolding during a problem of food systems and supply chains related multiple aspects of sustainability and social justice issues. Using conversation analysis, three discursive patterns in scaffolding emerged: (1) shifting patterns of turn-taking organization; (2) leaving room for the students to take responsibility by giving extended wait time; and (3) extending the discussion with different examples. The paper concludes with implications for PBL teachers and researchers.

Whose turn is it anyway? Latency and the organization of turn-taking in video-mediated interaction

Latency in video-mediated interaction can frustrate smooth turn-taking: it may cause participants to perceive silence at points where talk should occur, it may cause them to talk in overlap, and it impedes their ability to return to one-speaker-at-a-time. Whilst potentially frustrating for participants, this makes video-mediated interaction a perspicuous setting for the study of social interaction: it is an environment that nurtures the occurrence of turn-taking problems. For this paper, we conducted secondary analysis of 25 video consultations recorded for heart failure, (antenatal) diabetes, and cancer services in the UK. By comparing video recordings of the patient's and clinician's side of the call, we provide a detailed analysis of how latency interferes with the turn-taking system, how participants understand problems, and how they address them. We conclude that in our data latency unnoticed until it becomes problematic: participants act as if they share the same reality.

Deliberative speech acts: An interactional approach

The aim of this paper is to offer an account of deliberative dialogues within the framework of an Austinian speech act theory. My analysis focuses on a characteristic aspect of deliberative dialogues, namely, turn-taking organization, with the aim of throwing some light on their interactional dynamics as a basis for collective action. The exploration tries to approach the issue by suggesting how and to what extent deliberation, as a dialogical argumentative practice, can be accounted for with the tools of speech act theory.

Institutional CA: Analysis of a Sample

This paper considers the analysis of institutional talks and how they meet their institutional goals. It begins with offering the distinctive characteristics of institutional interactions. Then it is conducted by examining a sample in news interview in terms of the turn-taking organization, the sequence organization, the repair organization and the topic organization, the four basic dimensions of organization as sites of research on institutional talk. The naturally occurring data for analysis is from Newsnight, a weekday BBC Television current affairs programme. Consequently, it is suggested that the institutional CA procedures mentioned above can be applied in the analysis of different institutional talks to identify how they meet their institutional goals.

On the Implications of Conversation Analysis for College Oral English Teaching

College English is an important basic course in China’s higher education. Its quality is related to the talents’ cultivation and their practical working ability in the 21st century. Although most Chinese college students are proficient in English reading and writing, their oral English abilities are relatively weak. As is known to all, conversation plays an irreplaceable role in oral communication, and a host of scholars and educators have advocated including authentic conversations into college oral English teaching. However, their studies are mostly concerned with only a specific interactional practice of conversation, and there lacks a systemic study on the comprehensive application of conversations to oral English teaching. As a sociological research method, Conversation Analysis is aimed to study the social practices of talk and the social norm behind these conversational practices. The findings of Conversation Analysis have shown some potential in oral English teaching. Based on the current situation of Chinese college oral English teaching, the present study first explores the applicability of Conversation Analysis to college oral English teaching, then attempts to construct a practical oral English teaching model for college students in terms of four typical interactional organizations in conversation, viz. turn-taking organization, adjacency pairs, preference organization and repair organization, so as to effectively cultivate their communicative and interactive English skills and enhance their all-round practical capabilities to use English as a whole.

Open Hand Prone as a resource in multimodal claims to interruption

AbstractThis paper examines the Open Hand Prone ‘vertical palm’ as a resource for participants in conversation for displaying their treatment of a co-participant’s – or their own – turn/action as interruptive. Through this practice participants can manage turn-taking by making it relevant for the co-participant to stop talking. The data for this study consist of video-recorded conversations in English and Finnish from domestic and institutional settings, as well as broadcast talk. Using multimodal conversation analysis, this study shows that the gesture occurs in situations involving overlapping/competitive talk or incompatible embodied activities that somehow affect the progressivity of the ongoing talk. This paper complements previous research on gesture studies and interaction by investigating the function these gestures take in stopping/interrupting a co-participant’s turn-at-talk across multiple settings, and by studying how the gesture functions as a part of a practice which has direct social consequences on the local organization of turn-taking.

Améliorer les interactions verbales dans un contexte de communication authentique: TICE et apprentissage du français langue étrangère

Cet article a pour objectif de présenter une étude empirique de l’utilisation des TICE dans l’enseignement et l’apprentissage du français langue seconde, concentrée sur le développement de la compétence orale, et plus précisément des interactions verbales. Afin d’améliorer les interactions, différents outils peuvent être utilisés tels que les wikis, les blogs, les réseaux sociaux, les jeux vidéo, etc. Dans le cadre de cette étude spécifique, les apprenants ont entrepris une tâche dans un contexte d’utilisation linguistique authentique. Dans ce contexte, ils ont interagi avec des locuteurs natifs, avec des enseignants aussi bien qu’avec d’autres étudiants. Deux pratiques différentes ont été étudiées en utilisant des critères spécifiques: 1. l’utilisation des téléphones mobiles dans un contexte de communication authentique pour mener une tâche orientée vers l’action, et 2. l’utilisation d’une plateforme collaborative universitaire pour donner aux apprenants l’opportunité d’observer l’interaction et de s’auto-observer. Ainsi, des phénomènes tels que l’enchaînement des tours de parole et les commentaires intersubjectifs des apprenants seront étudiés. Enfin, nous tenterons de répondre à la question suivante à partir de ces observations: Quel est l’impact des TICE sur l’apprentissage des langues selon le point de vue des étudiants ou des enseignants?

On the role of gaze in the organization of turn-taking and sequence organization in interpreter-mediated dialogue

AbstractThis paper contributes to the growing line of research that takes a multimodal approach in the study of interpreter-mediated dialogues. Drawing on insights from Conversation Analysis and multimodal analysis, we investigate how extended multi-unit turns unfold with interventions of an interpreter and, more specifically, what is the role of gaze in this process. The analysis is based on videos of interpreter-mediated dialogues (Dutch-Russian) recorded with mobile eye-tracking glasses. We argue that the interpreter’s gaze direction contributes both to the local management of turn-taking (next-speaker selection) and to sequence organization. More specifically, we show how interpreter’s gaze orientation bears on the negotiation of possibletransition relevance placesand how it contributes to the smooth continuation of the projected extended multi-unit turn.