Source Of Trouble Research Articles

"If You Just Stay With Me and Wait…You'll Get an Idea of What I'm Saying": The Communicative Benefits of Time for Conversational Self-Repair for People With Aphasia.

This study investigated the communicative benefits of self-repair during conversation for persons with aphasia (PWAs). Self-repair of trouble sources is an interactional priority that emphasizes autonomy and competence. Of equal importance, conversationalists desire to minimize silences and work together to ensure forward movement (progressivity) of conversation. Simultaneously achieving progressivity and self-repair is challenging in aphasia, and PWAs and their partners often make trade-off decisions between these two activities. Conversation-level aphasia interventions usually focus on supportive techniques that promote participation while maintaining progressivity, effectively favoring progressivity over self-repair. This study evaluates the benefits of an alternative approach that shifts the emphasis to self-repair, thereby highlighting potential trade-off costs of routinely forgoing self-repair to achieve progressivity. Ten people with mild-to-moderate aphasia each held two conversations with two different partners. When trouble sources characterized by silent and/or filled pauses occurred, partners maintained a supportive and engaged stance, allowing PWAs time to self-repair. We analyzed language produced during these "edited turns" using three paradigms considering form, content, and use. The data yielded 311 edited turns. For form, on average, each edited turn resulted in 3.72 words; for content, most edited turns contained autobiographical information; for use, approximately 40% of edited turns introduced new information, and 40% added to the ongoing topic. The remainder were either ambiguous or comments such as, "I can't think of it." When given engaged support and time to self-repair, PWAs contributed meaningful personal information to conversations for approximately 80% of edited turns. Importantly, self-repair often resulted in self-expression that directed the conversation, which is a communicative role critical for empowering agency and identity. This research opens a dialogue about benefits and limitations of approaches that prioritize either progressivity or self-repair and how to balance the two to optimize therapeutic benefits for each individual. https://doi.org/10.23641/asha.19379738.

Learner repair during task-based peer interactions in an EMI classroom: a case study of a marketing class in a Chinese higher education setting

ABSTRACT Current research on the in-class discursive realities in English as a Medium of Instruction (EMI) classrooms has been mostly restricted to whole class scenarios, whereas student-student interactive discourse in task-based activities is largely ignored. This study explores peer interactions among university students in an EMI marketing course in China, specifically focusing on repair practices. The data mainly comprised transcribed recordings of 26 peer interactions during two types of tasks, i.e. topic discussions and simulations. Findings reveal that the task type plays an important role in how various trouble sources are addressed. In both task types, there is a dominance of factual repairables, which are addressed through various collaboratively constructed repair trajectories. However, the relatively informal yet concept-related topic discussions elicit more frequent repair in general and linguistic-form related repair in particular than the relatively formal but hands-on natured simulations, though the latter type of task leads to more procedural and processing-related repairs. Implications are discussed regarding the importance of raising teachers’ awareness that different activities hold different language and content learning opportunities in peer interactions in EMI classes.

Resistance through Female Bonding in Tehmina Durrani's Blasphemy

The present research article analyses the suffering of women and their resistance against oppressive Islamic patriarchy through female bonding in Tehmina Durrani’s Blasphemy. In doing so, it offers the working definition of the term “feminism” as a tool of inquiry. It mainly focuses on the suffering of Heer, the protagonist of the novel, due to her loveless marriage with Pir Sain. It exposes the easy distortion of Islam by so-called hypocritical religious leaders like Pir Sain. The suffering of Heer and other female characters in the novel reveal the problems in the cultural and social setting of the Islamic culture and religion. Heer is repeatedly beaten, raped and humiliated by her abusive husband Pir. Pir forces her to live in the world that he has constructed for her. Her marriage with Pir utterly fails as it turns out to be a source of trouble and repression of her self-satisfaction. When she fails to tolerate severe torture and domestic violence, she decides to revolt against it. This paper concludes that Heer is able to resist sexual abuse and exploitation through female bonding. In doing so, she is able to assert her female selfhood.

Психологические факторы родительского выгорания отцов и матерей

The study of parental burnout of fathers as well as mothers is relevant, since it may be the source of family trouble in general. The purpose of the study is to identify the factors of parental burnout of fathers and mothers. It is assumed that there are multidirectional correlations between the intensity of parental burnout components and parental sets, the attitude of spouses to the family role, and the consistency of the family functions of fathers and mothers. The study was carried out on a sample of parents of full families in Saratov, raising biological children (N = 61, 40 women (aged M = 32), 21 men (M = 33.9)). The applied methods include the questionnaires "Parental Burnout" (I. N. Efimova); "Role Expectations and Claims in Marriage" (N. A. Volkova), "Parental Attitude Research Instrument " (E. S. Schaefer and R. K. Bell, adapted by T. V. Nescheret and T. V. Arkhireeva), the questionnaire on marital satisfaction (V. V. Stolin, T. L. Romanova, G. P. Butenko). The largest number of correlations between the parameters of parental burnout and parental sets, the attitude of spouses to the family role and family functions have been revealed in the sample of mothers. It has been found out that in both samples the level of "emotional exhaustion" is interrelated with the parental predisposition to excessive strictness towards the child. However, the emotional exhaustion of mothers is more mediated by their dependence on the family and low self-assessment as a parent, whereas fathers’ burnout is due to the focus on the child and the desire to accelerate their development. The level of "depersonalization" in the sample of mothers correlates with the level of their concentration on the child, the consistency of family functions ("emotional and psychotherapeutic", "social activity", "physical attractiveness of the partner"), and marital satisfaction. In the sample of fathers, it correlates with the scales related to the sphere of marital relations (physical attractiveness of the partner, the degree of the father’s involvement in family affairs and marital satisfaction). The degree of the "parental achievements reduction" in the sample of mothers is associated with the balance of "intimacyseparateness" or its lack in the family system; in the sample of fathers it is connected with the availability or lack of verbal contact with the child and the father's acceptance of the child’s natural development. The applied aspect of the problem under study consists of the possibility of using the results in the practice of advisory services.

Conversation Analysis of Repair in EFL Classroom

This research aims to: (1) describe the types of repair occurred during the conversation of the participants in the EFL classroom, (2) disclose the didactic repair occurred during the conversation in EFL classroom, and (3) examine the trouble source in the EFL classroom. This study applied descriptive qualitative method. The participants were the teacher and students at the XII Grade MIPA 1 of SMAN 1 Jeneponto. The research instruments employed in this research were observation and interview. Techniques of data collection were observation (e.g. recording and observational checklist), note-taking technique, and interview. The research findings showed three things. Initially, there were 41 repairs uttered by the participants in the EFL classroom which belonged to four types of repairs, i.e. self-initiated self-repair, self-initiated other repair, other-initiated self-repair, and other initiated other repair. Other-initiated other repair was the most often appearing types of repair, i.e. 22 times. Besides, the didactic repairs were also discovered, including form-and-accuracy (13 times of occurrence), and meaning-and-fluency (16 times of occurrence). However, there were several repairs which were not categorized into any of context of the didactic repair. Therefore, the researcher put them into other items in order to make them well arranged. Next, the common problems appeared within the conversation between teacher and students (or student and student) were mostly about the problem of understanding, then, followed by the linguistics problem of the student, and the technical problem i.e. mishearing and non-hearing.

Characterizing communication in dementia family caregiving: Identifying breakdown and repairs using the trouble source repair (TSR) framework via video observations

AbstractBackgroundFamilies who provide care at home for people living with dementia (PLWD) are an integral part of dementia care worldwide and improving in‐home care is crucial. Communication is fundamental for daily care and communication breakdown presents additional stress to the caregiver‐PLWD dyad. In order to identify effective strategies that will minimize communication breakdown, we adapted the Trouble Source Repair (TSR) framework, a linguistic tool, to create a second‐by‐second behavioral coding scheme for video observations. This pilot study used the adapted TSR coding scheme to reliability identify communication breakdown and repair.MethodThis pilot study analyzed videos from a randomized controlled trial of a family caregiver telehealth intervention (FamTechCare). The videos were created by caregivers in their home, providing observations of natural caregiver‐PLWD interactions across a variety of daily care activities. Operational definitions from the TSR were adapted to create a coding scheme (Table 1). Video data collection and analysis were completed using Noldus software. Two independent coders obtained reliability.ResultThe video sample includes 51 dyads with 201 videos averaging 5.8 minutes in length. Caregivers were primarily female (80%), mean age 65 years, and were mostly a spouse (69%) while the PLWDs were primarily male (55%) with moderate to severe dementia (64.7%). The mean interrater reliability was excellent; Kappa = .93. Preliminary descriptive results (n=106) indicate 53.7% of the dyad communication was interactive, 8% was communication breakdown, and the remainder was silence or talking to others. During a typical breakdown sequence, the caregiver’s communication creates the breakdown (Trouble Source, 67%), the PLWD indicates not understanding (Flag, 71%) and the caregiver initiates the Repair (72%). Breakdowns were successfully resolved 71% of the time. Types of trouble sources, flags, and repairs can be seen in Table 2.ConclusionThe results support the use of the adapted TSR framework to reliability identify communication breakdowns via video observation. Future analyses will identify the most effective strategies to prevent and repair communication breakdown as well identify how strategies varies by dementia stage, diagnosis, and dyad characteristics.

Robert C. Austin. Making and Remaking the Balkans: Nations and States since 1878.

Robert C. Austin. Making and Remaking the Balkans: Nations and States since 1878.

Repair Practices in Phone Conversations: A Case Study of Chinese English Speakers

Repair, one key concept in conversation analysis, usually refers to the ways of dealing with troubles of speaking, understanding, and hearing in the talk (Schegloff et al., 1977). This paper focuses on the latter two trouble sources, i.e., troubles of hearing and understanding. The study here, of a dataset of interactions concerning information inquiries between two Chinese learners of English and eight service employees in hotels or airlines, investigates how the repair is initiated and completed via phone through the perspective of conversation analysis. It mainly explores (a) how trouble sources are identified by the recipient over the phone; (b) how the repair is initiated in phone conversations; and (c) how repair strategies and repair avoidance are used based on the recipients’ identification of the trouble source type and the importance of the mistake or misunderstanding, in the service industry. The results showcase that Chinese English speakers encounter troubles of understanding and hearing in phone conversations frequently. A selection of initiators and strategies are identified, such as repair preface (e.g., ‘I mean’) and pre-framing. The analysis also illustrates that the service personnel involved tend to either accept the customer’s candidate understanding to avoid the repair or continuously make repairs on their own turns to clarify. Such empirical evidence further supports and validates Kitzinger’s (2013) idea that a) specific repair forms and practices are constrained by a range of local factors, and b) people adopt diversified methods and strategies to ‘fix’ troubles of hearing and understanding.

Teaching via Zoom: Emergent Discourse Practices and Complex Footings in the Online/Offline Classroom Interface

The COVID-19 pandemic caused educational institutions across the world to face a new reality: when teachers and students do not share the same physical space (fractured ecologies), drastic changes in the everyday procedures and routines of teaching become an immediate necessity. In this paper, we trace some of the effects of this new situation in online classes of three experienced university teachers in the early days of the pandemic. We zoom in on dimensions of the classroom interface such as: turn-taking procedures, socialization, peer scaffolding and feedback; strategic footing changes across institutional and conversational roles; joking and humor. Not surprisingly, we found that the systematic absence of multimodal contextualization cues like gaze direction and tracing the origin of sound/speech were a trouble source in these online multiparty settings. We also saw, however, that teachers and students were successful in reinventing themselves and in devising new ways to deal with the changed circumstances. We end the paper with a number of implications for research into the classroom interface, both online and offline.

Other-language recalibration in bilingual broadcast news interviews in Rwanda: The directionality of a language choice practice

This article investigates a language choice practice, referred to as other-language recalibration, which I have observed in news interviews in Rwanda. A recalibration repair is a type of repair in which the trouble source and the repairer have the same referent. In news interviews in Rwanda, the trouble source and the repairer can come from two different languages. It was observed that going from the trouble source to the repairer, language alternation can take either of two directions. It can go from Kinyarwanda to French/English and it can proceed from French/English to Kinyarwanda. Therefore, the article investigates the question whether, in these interviews, language alternation in other-language recalibration is directional. Observation of the data shows that the direction Kinyarwanda – French/English serves the interactional function of word clarification while the direction French/English – Kinyarwanda serves the function of medium repair. In turn, this finding leads to a respecification of the notion of directionality. Traditionally, this concept has been viewed in terms of the social indexicality of the languages involved. The paper proposes that, from an organisational perspective, directionality can be understood in terms of the interactional tasks alternative patterns of language alternation allow participants to accomplish in talk-in-interaction.

International Proverbs About Hope

The base for every treatment is hope. To understand the concept of a patient about the future and to stimulate a process of widening the horizon proverbs about hope can be used. As a help for a therapist to use this tool a paper seized DIN A 4 was created which offers a collection of international proverbs. Some practical hints are given how to use the paper. Also, the paper can be used by the patient afterwards to transmute the role within the family from a source of trouble into a source of encouragement.

Body Trouble: Some Sources of Difficulty in the Progressive Realization of Manual Action

ABSTRACT This report examines interactional troubles that find their source, not in talk, but in manual action. First, we introduce the intertwined character of two fundamental features of most, if not all emergent human conduct: The ongoing structural projection of an action-in-progress along with its continuing progressive realization. We then identify two sources of body-behavioral trouble that interfere with the action implication of emerging manual action, and result in remedial action by its recipient. Manual actors sometimes 1) foreshorten the “preparation phase” of emerging manual action, or 2) interrupt manual action before it comes to completion. Additionally, we demonstrate how misconstruing the action implication of emerging manual action can also result in body trouble that leads to recipient remediation, even when there is no reduction of its structural projectability or interruption of its progressive realization. For each circumstance, we describe the adjusting actions that remediate such body troubles. [Occasionally, English is spoken.]

Repair Practice in the Classroom Conversations of Indonesian EFL Students

This study examines repair practice by English as a Foreign Language ( EFL) college students to address the understanding problems that may cause communication breakdowns in classroom conversations. Conversational data were elicited from 40 second-semester students performing jigsaw and information gap communicative tasks. Using the conversation analysis theory and methodological approach, the recorded and transcribed conversations were analyzed to scrutinize the frequency and types of repair strategies, trouble sources, and repair outcomes. The findings show that to address the understanding problem, the EFL college students employed 11 other-initiated repair strategies: Open-class or unspecified strategies; WH-interrogatives; Partial repeat plus WH- interrogatives; Repetition or partial repetition; Candidate understanding; Correction; Request for repetition; Non-verbal; Asking for definition, explanation, translation, example, or spelling; Explicit display of non-understanding; and Request to speak up. These other-initiated repair strategies were triggered by the presence of lexical, semantic content-related, and sequential/speech delivery trouble sources. Attempts to resolve the understanding problem were conducted by a set of repair outcomes, including Repetition, Acknowledgment, Repetition or acknowledgment plus expansion, explanation, and/or translation, and Repetition or acknowledgment plus translation. The study provides language educators with new insights on how EFL learners deal with understanding problems in communication so that they could respond appropriately to the repair practice initiated by the students.

Regressing into the right direction: Non-contractual claims in proceedings between contracting parties under Article 7 of the Brussels Ia Regulation

This case comment addresses the interpretation of ‘matters relating to a contract’ in the EU law of civil jurisdiction, contained in the Brussels Ia Regulation. Recently, this topic received renewed attention in the Wikingerhofv.Booking.com judgment of the CJEU. More particularly, the judgment addressed whether non-contractual claims in proceedings between contracting parties can be characterized as a ‘matter relating to a contract’. This seemingly trivial question has been a recurring source of trouble in the case law of the CJEU as well as national courts. The annotation will side with the approach taken in this judgment, but criticize it for taking a long way round to settling the issue.

Oh, How the Mighty Have Fallen: The Bank Failures and Near Failures That Started America’s Greatest Financial Panics

This paper examines the failures or in some cases near-failures of financial institutions that started the 12 most severe peacetime financial panics in the United States, beginning with the Panic of 1819 and ending with the Panic of 2008. The following generalizations were true in most cases, although not in all. (1) Panics were triggered by a short series of failures or near-failures; (2) many of the failing institutions were what we would now call shadow banks; (3) typically, the source of trouble was an excessive investment in real estate; and (4) typically, they had outstanding reputations for trustworthiness, prudence, and financial acumen—before they failed. It appears that in these respects the Panic of 2008 was an old-school panic.[a panic] occurs when a succession of unexpected failures has created in the mercantile, and sometimes also in the non-mercantile public a general distrust in each other’s solvency; disposing every one not only to refuse fresh credit, except on very onerous terms, but to call in, if possible all credit which he has already given.—John Stuart MillAll of this has happened before, and it will all happen again.—Peter Pan

Numerical Prediction of The Gas Flows in a Reciprocating Engine Cylinder during Intake Stoke (1st Report: Inviscid Flow).(Dept.M)

This paper presents a method for predicting the in-cylinder gas flows during the intake stroke of four-stroke engines. A simplified engine model with a deep-bowl piston configuration, and a central intake valve was used. An inviscid two-dimensional axisymmetric flow was investigated. The model used a finite difference procedure with an expanding/contracting grid in axisymmetric representation. The major source of troubles for the convergence of the solution was the unsteady turbulent jet flow issuing from the intake valve which required very small time intervals for the solution compared with that during the compression stroke where there is no jet flow exists. Results show a complicated flow field during the intake stroke in engine like-geometries.

Cognitive and social delays in the initiation of conversational repair

The exact timing of a conversational turn conveys important information to a listener. Most turns are initiated within 250ms after the previous turn. However, interlocutors take longer to initiate certain types of turns: those that either require more cognitive processing or are socially dispreferred. Many dispreferred turns are also cognitively demanding, so it is difficult to attribute specific conversational delays to social or cognitive mechanisms. In this paper, we evaluate the relative contribution of cognitive and social variables to the timing of utterances in conversation.
 We focus on a type of turn that is socially dispreferred, cognitively demanding, and generally delayed: other-initiations of repair (OIRs). OIRs occur when a listener notices and decides to signal a comprehension problem (e.g., "What?"). We analyzed the Floor Transfer Offsets of 456 OIRs, and found that interlocutors initiated OIRs later when trouble sources had weaker discourse context or were shorter, and when the OIR was more face-threatening. Our results suggest that both cognitive and social variables contribute to the timing of delayed utterances in conversation. We discuss how attention, prediction, planning, and social preference manifest in the timing of turns.

Other-initiations of repair in German Whats App chats

This paper takes a conversation analytic approach to investigate how interlocutors deal with different kinds of interactional problems occurring in German text-based communication on Whats App. The data analyzed in the present study is obtained from the Mobile Communication Database 1 (http://mocoda.spracheinteraktion.de) and Mobile Communication Database 2 (https://db.mocoda2.de). Focusing on other-initiations of repair, this article shows that interlocutors indicate trouble sources in the preceding messages sent by their communication partners in two ways: On the one hand, writers use a wide range of other-initiations transferred from German spoken language, such as question words (was ‘what’, wer ‘who’, etc.) or candidate understandings in the form of Meinst du X? (‘Do you mean X?’, cf. Schegloff et al., 1977). On the other hand, interlocutors may display an interactional problem by deploying particular resources that the medium provides, such as asterisks, equal signs, question marks, etc. (see also Busch, in this collection of articles). A close examination of other-initiations of repair in Whats App chats thus provides an insight into how the different formats mentioned above are used, especially in relation to (a) the different types of trouble sources occurring in text-based Whats App chats, and (b) the general communication conditions created by the medium. Moreover, it will be discussed how different formats of other-initiation of repair shape the negotiation of responsibility for the trouble source or the repair proper, manage epistemic rights and contribute to the face work in the sense of Goffman (1967).

Teacher epistemic stance as a trouble in foreign language classroom interaction

In foreign language learning, students are commonly encouraged to share their experiences, opinions and beliefs. Such actions position the teacher as an interactant with no access to this knowledge unless the student makes it publicly available. At the same time, it is normatively expected that teachers have primary access to knowledge related to their responsibilities as language experts. Such contextual constraints shape classroom interaction within which moments of epistemic incongruence may arise as, for example, when an epistemic stance is not in line with the assumed epistemic status. Taking a conversation analytic approach, this study aims to investigate teacher epistemic stance as a source of trouble that emerges during episodes of meaning-and-fluency foreign language classroom interaction. The analysis reveals that incongruent teacher epistemic stance unfolds in two ways: 1) when students have initiated a word-search that must be repaired by the teacher, and 2) when the teacher inaccurately anticipates some information pertaining to the students' territory of knowledge. In both cases, the teacher displays an epistemic stance that is seen to be incongruent with the participants’ epistemic statuses. Findings also indicate that these episodes require certain repair work to resolve the resulting dissonance to which the interactants orient.

Lead, Land, and Retribution: The Red Bird Crisis of 1827

Lead, Land, and Retribution:The Red Bird Crisis of 1827 Peter Shrake Major William Whistler stood on top of a low-lying bluff overlooking the portage between the Fox and Wisconsin Rivers. The surrounding terrain was open and marshy, edged by oak groves and filled with mosquitos.1 Raising his spyglass, Whistler scanned the horizon to the west. What he saw had to make him uneasy. Heading his way was an exceptionally large group of Ho-Chunks. It was September 1827. Only a few weeks earlier, members of this tribe had attacked a family as well as two keelboats near Prairie du Chien. It was believed that the Ho-Chunks were intent on starting a war, possibly involving other tribes in the region. The Fox-Wisconsin portage was deep in the interior of Michigan Territory. Whistler was isolated. All he had with him were two companies of regulars (approximately ninety men total, including officers) and two companies of Indian warriors. One company comprised of men from the Menominee nation, the other of New York Indians, recent émigrés to Wisconsin; both were suspicious of each other. Whistler had just arrived at the portage the day before with orders to await the arrival of General Henry Atkinson and his army of nearly 600 regulars. However, Atkinson was still days away, moving slowly up the Wisconsin River. The incidents at Prairie du Chien sparked a crisis that engulfed the Upper Midwest that summer. Communities from Fort Snelling to Galena, Peoria, Chicago, and even Green Bay were convinced that a general Indian war was at hand. Throughout the lead mining district of Illinois and Wisconsin, almost a dozen makeshift forts were constructed. Nearly every regular army unit from Fort Snelling to St. Louis to Green Bay was mobilized, as was a significant number of militias in Wisconsin and [End Page 1] Click for larger view View full resolution This romanticized rendering of Red Bird's surrender to Major Whistler hangs in the Governor's Conference Room in the Wisconsin capitol building. Source: Reprinted with permission of the Wisconsin Historical Society. Photo by Joel Heiman. northern Illinois. However, the large group of Ho-Chunks moving towards Whistler, seemingly so menacing, were not there to engage in battle. Three flags, two American and one white, were at the head of the crowd. Red Bird, the man who was believed to be the leader of the attacks along the Mississippi, had come to surrender. Accompanying Red Bird was an accomplice, Sun, who had participated in the attack on the Registre Gagnier family. After a brief ceremony, during which Red Bird asked for leniency for his nation, the two men were taken into custody and the large gathering melted into the countryside. With Red Bird's surrender the crisis was over, and although US officials in the Upper Midwest remained wary of a resurgence of violence, the affair was quickly forgotten and soon overshadowed by the Black Hawk War. Officials of the day tended to dismiss the incident as the actions of an insolent, warlike tribe that had always been a source of trouble. In truth, the Ho-Chunks were following a pattern of resistance [End Page 2] to an ever-increasing and exasperating relationship with the Americans. Their land and their economy were steadily eroding to a people whom they defeated repeatedly in the recently concluded War of 1812. These frustrations intermixed with the violence so pervasive along the frontier, creating the toxic atmosphere from which the crisis arose. The events that transpired over the summer of 1827, sometimes referred to as the "Winnebago War," would have long-term consequences for everyone living in the Upper Midwest but most notably for the Sauk and Meskwaki, Potawatomi, and the Ho-Chunk. Origins Violence was a fact of life for those who lived on the frontier. International conflicts over regional control, drunken rampages of settlers, intertribal conflicts, let alone the harsh conditions of living in a wilderness, all contributed to a dangerous and fluid world. John Fonda, a self-described free-ranging settler who performed various odd jobs, including running the mail between Green Bay and Chicago, remembered: It was necessary at the time of the Winnebago out...