Talk In Interaction Research Articles

Multiple Sayings as a Resource for Halting a Course of Action in Interaction: Evidence from Turkish Everyday Discourse

Self-repetition, which is defined as repeating one’s own utterance, performs various functions in spoken discourse. This study investigates the use of “multiple sayings”, a specific type of self-repetition which involves the speaker’s repetition of some unit of talk in the same turn multiple times, under a single intonational contour. In everyday discourse different linguistic resources are used as multiple sayings performing different communicative functions. The study limits itself in two aspects: (i) the use of lexical multiple sayings such as “yes yes yes” and “wait wait wait”; (ii) their function of halting the prevailing course of action in talk-in interaction. Although repetitions have been investigated in Turkish in several studies, this specific form of repetition and this specific function remains to be explored. To this end, using Conversation Analysis as the method of analysis, the study aims to find out what multiple sayings are used in Turkish everyday discourse for halting a course of action and what courses of action they halt. The database of the study consists of the recordings of a 10-hour Turkish everyday discourse. The analysis of the data reveals that in line with the previous studies conducted in other languages, Turkish speakers use multiple sayings to stop an unwarranted course of action, which implicates the universality of this function.

Considerations for Measuring Caregiver Talk in Interactions With Infants at Elevated and Population-Level Likelihood for Autism: Deriving Stable Estimates.

This study aims to help researchers design observational measurement systems that yield sufficiently stable scores for estimating caregiver talk among caregivers of infant siblings of autistic and non-autistic children. Stable estimates minimize error introduced by facets of the measurement system, such as variability between coders or measurement sessions. Analyses of variance were used to partition error variance between coder and session and to derive g coefficients. Decision studies determined the number of sessions and coders over which scores must be averaged to achieve sufficiently stable g coefficients (0.80). Twelve infants at elevated likelihood of an autism diagnosis and 12 infants with population-level likelihood of autism diagnosis participated in two semistructured observation sessions when the children were 12-18 months of age and again 9 months later. Caregiver follow-in talk was coded from these sessions. Two sessions and one coder were needed to achieve sufficient stability for follow-in talk and follow-in comments for both groups of infants at both time points. However, follow-in directives did not reach sufficient stability for any combination of sessions or coders for the population-level likelihood group at either time point, or for the elevated likelihood group at Time 2. Researchers should plan to collect at least two sessions to derive sufficiently stable estimates of caregiver talk in infants at elevated and general population-level likelihood for autism. https://doi.org/10.23641/asha.27996875.

The Role of Education in Shaping National Political Identity

The purpose of this study is to examine the development of national political education in PTKI Bengkulu as a preventive measure against the dangers of identity politics, especially ahead of the 2024 elections. This study aims to identify effective strategies for integrating identity politics discussion into national political education. This qualitative study employed basic data gathering techniques through direct interviews and documentation, as well as secondary data collection from social media, scientific journals, and news websites. Research data were then reduced, classified/classified, and methodological conclusions drawn. This study identifies two primary measures for the development of national political education at PTKI Bengkulu. First, curriculum integration involves incorporating discussion of identity politics into representative topics, particularly through National Political Education (PKN) and Panchasheel, sub-discussion education. This approach enables students to critically analyze identity politics in the context of national values and principles. Second, the organization of academic forums such as seminars, workshops, interactive talk shows, panel discussions, and debates facilitates open dialogue, critical thinking, and awareness of identity politics, fostering deeper understanding among students, educators, and the wider community. In conclusion, this study demonstrates the importance of national political education in mitigating risks associated with identity politics. By integrating identity politics discussions into the curriculum and organizing academic forums, PTKI Bengkulu can play an important role in promoting national unity and resilience. The results of this study provide valuable insights for academics, policymakers, and stakeholders in addressing the challenges posed by identity politics.

The Analysis of English Teacher Talk Modification in Classroom Interaction of 2nd Grade Students at MTsN 6 Kubang Putiah

This research was due to some problems that were found in MTsN 6 Kubang Putih. First, teacher gave less pauses during her talk in the classroom. Teacher talk should be give more pauses for students’ comprehension. Second, the teacher did not do self-repeat frequently. She only does it sometimes. Self-repeat in teacher talk also need to be done frequently. Self-repeat is when the teacher repeat her sentence or word for the students to get a better understanding. This research was descriptive qualitative. , the subject of the research is the teacher and students of English class of the second grade in MTsN 6 Kubang Putih in academic year 2021. There is six class and one class consist of 30 students. The researcher focused on teacher’s talk in the classroom interaction in English class. The researcher used purposive sampling to choose the student to be interviewed or participant. The data of the present study are collected through observation in the classroom and conducting interview. The researcher found that the modifications seen in teacher talk in language classrooms, including a slower rate of speech, longer and more frequent pauses, exaggerated and simplified pronunciation, more basic vocabulary, less subordination, more declaratives and statements versus questions, and more self-repetition, were all present. This supports the findings from Chaudron and Dodu's study of modification of teacher talk in language classrooms. The findings of this research highlighted the importance of teacher modifications in language teaching. It is essential for teachers to vary their speech rate, use pauses, and stress particular words in order to emphasize the messages they are trying to communicate within the classroom. Self-repeat can aid learners in understanding the instructional content better. Additionally, teachers should incorporate simple vocabulary within their discussions, and use more declarative senteces. Modifying the teacher talk is an effective strategy in helping learners better comprehend the material being presented.

THE PSYCHOEDUCATION OF LANGUAGE DISORDERS IN EARLY CHILDHOOD FOR PARENTS AND TEACHERS AT ECC DEWI SARTIKA MOJOKERTO

Introduction: Based on an initial survey conducted among parents, prospective parents, and educators at ECC Dewi Sartika, Mojokerto, it was found that 19% of people did not know about language disorders in early childhood. In addition, 29.3% of respondents did not know about the impact and urgency of handling language disorders in children. A total of 36.2% of respondents did not know about the symptoms or indications of language disorders in children, and as many as 58.6% of respondents did not know about how to treat children with language disorders, especially in early childhood. The purpose of giving psychoeducation is increasing knowledge and attitude of those directly involved in the child's growth and development process, so they can find out an overview of the development of language and speech in children. Methods: The psychoeducation program is in the form of an interactive talk show conducted online through one of the video conference platforms. The target participants consisted of 8 teachers, 30 parents or caregivers, and 10 other parties who are directly or indirectly involved in the care and guidance of early childhood. Participants were given a pretest and post test to measure their knowledge and attitude towards language disorders in early childhood. The results obtained will be analyzed using a t-test with the Jamovi version 2.2.5 application. Results: The difference in the mean score is 16,842 (CI95 = [∞, 14,135]), the delivery of promotive interventions in the form of psychoeducation has a significant effect on increasing knowledge and attitudes towards language disorders in early childhood (t(48) = 10,495, p=<.001 , Cohen's d=1,702). Conclusion: This psychoeducation program is able to increase participants' understanding and attitude towards of language disorders in early childhood.

Efforts to Prevent Deviant Behavior in Identity and Sexual Orientation through Interactive Talk Show and Social Campaign in the Campus Environment

Limited understanding regarding healthy relationships, religious implications, the impact of LGBTQ occurrences, psychological susceptibilities associated with LGBTQ, and inappropriate approaches towards LGBTQ individuals can heighten one's susceptibility towards developing LGBTQ tendencies or mental disorders. This initiative, referred to as IbDM, will be executed with the utilization of a social campaign approach and interactive talk shows, to cultivate positive awareness and effective strategies for addressing and preventing the rise in LGBTQ transmission. The social campaign involve distributing pamphlets and pocketbooks about LGBTQ matters across all faculties in Unand, serving as a reminder and platform for introspection in anticipation of LGBTQ transmission. Additionally, incorporating interactive and captivating talk show activities featuring knowledgeable speakers will enable the dissemination of understanding, thereby enhancing the academic community's awareness in a more profound manner. The content presented during these activities will encompass various aspects of LGBTQ, including social and religious dimensions, cultural and legal considerations, and health-related perspectives. This activity has provided an overview of the perceptions of students involved as participants regarding LGBTQ behaviour. All participants (100%) view LGBTQ as deviant behavior, the importance of the role of parents in building children's character and identity, and the large influence of the social environment as a barrier to LGBTQ. Therefore, it is important for the role of policymakers at the central and regional government levels, leaders of higher education institutions, the academic community, health practitioners, and other fields to be able to work together in enforcing strict legal regulations against LGBTQ, socializing the impact of sexual identity and orientation deviation, strengthening the role parents and social environment as deterrents to deviant sexual identity and orientation behavior.

Machine Learning Analysis of Radio Data to Uncover Community Perceptions on the Ebola Outbreak in Uganda

Radio is vital for people, especially in rural areas, to share their concerns through interactive talk shows. Understanding public perceptions of pandemics is crucial because they influence people’s attitudes and health-seeking behaviors. This study used machine learning to analyze English and Luganda radio broadcast data to understand public perceptions and perspectives on the Ebola outbreak in Uganda. Our findings revealed three main speaker categories: media personalities, community guests and listeners, and government officials. The government made the most significant effort to educate the public about the Ebola outbreak. The analysis showed that the community was hesitant to use Ebola vaccines, believing that they had not been tested on other populations where the Ebola virus had originated. The community was also concerned about the effects of the lockdown measures imposed during the COVID-19 pandemic. The analysis of the radio broadcast data revealed differences in the timing and content of the conversations between male and female speakers. These experiences can inform population-specific policies for handling ongoing and future pandemics.

Making Arrangements: A Sketch of a ‘Big Package’

ABSTRACT This article examines the making of arrangements for future joint activities as a “big package” of talk in interaction. Arrangement-making is here characterized as having a segmented structure, a series of sequences in which the details of time, place, and manner are addressed, often discretely, in sequences that are boundaried off from one another and variable in their ordering. The analysis also addresses the launching of the package and the varying ways it can emerge out of a prior remote proposal sequence or an already presumed activity, also, some of the contingencies impacting the body of the arrangement, and the sequential mechanisms through which segments and the overall package are closed. It is suggested that the segmented “sequence of sequences” structure may apply to the analysis of other big packages. Data are in English.

Sequence analysis in the development of ethnomethodological conversation analysis

When Harvey Sacks and Emanuel A. Schegloff explored the possibility of a ‘naturalistic observational discipline that could deal with the details of social action(s) rigorously, empirically, and formally’ (Schegloff and Sacks, 1973), it was not by chance that their attention was attracted by records of natural conversations and by conversation as an activity in its own right. For, in conversation, every action, every speaking turn of its participants presents itself as a clearly determinable unit with a beginning and end. This appearance is reinforced by the conversation's transcript, which presents in a seeming order, a sequence of turns. Sequence analysis was developed for ‘conversations’ from this observational basis. In this paper, the requirements and implications concerning the role of indexicality in organising and interpreting participants' turns are examined critically and it is investigated whether sequence analysis is also applicable as a proof procedure to ‘talk in interaction’ and multimodal face-to-face interaction. It is argued that unclearly determined non-verbal actions and multiple forms of simultaneous events may restrict the applicability of sequence analysis or even prevent its successful application altogether. It is argued that for different forms of (communicative) interaction and their constitutive conditions of perception an empirical investigation of the relation between simultaneity and sequentiality may be necessary.

Clinical effectiveness and cost-effectiveness of a multicomponent frailty management program “Say No To Frailty” in Singapore: A cluster-randomized controlled trial protocol

BackgroundA 12-week multicomponent frailty management program - Say No To Frailty (SNTF) consisting of interactive talks and fitness exercises led by a trained program leader has shown feasibility and positive health outcomes in community-living older adults with frailty and pre-frailty in Singapore. This study aims to evaluate the clinical- and cost-effectiveness of SNTF on physical functions, self-confidence, community participation, quality of life and fall reduction in the local community setting. MethodsThis study will use the cluster-randomization method to randomly allocate 12 participating centres into three arms. Centres under two intervention arms will conduct the same SNTF program but led by a program leader with different training backgrounds (an Allied Health Professional (AHP) v.s. a non-AHP), whereas centres under the control arm will continue their usual care without an additional intervention. Eligible participants at each participating centre will be recruited via the convenience sampling method in the community setting. Primary outcome measure (frailty level) and secondary outcome measures (e.g., physical functions, self-confidence, community participation, quality of life) will be conducted by the blinded assessors at baseline, immediate, 3 months and 9 months post-intervention. Fall data will be collected during the one-year study period. Outcomes between and within groups will be compared and analysed using STATA to evaluate the clinical effectiveness. Program costs and relevant healthcare costs during the follow-up phase will be recorded for cost-effectiveness analysis. ConclusionThis study will provide significant insights into conducting SNTF for Singapore community-living older adults with frailty and pre-frailty on clinical- and cost-effectiveness.Australia New Zealand Clinical Trials Registry: ACTRN12621001673831.

TEACHERS’ SCAFFOLDING TALK IN EFL CLASSROOM INTERACTION (A CASE STUDY AT SMAN 17 MAKASSAR)

The objective of the study was to discover teachers’ scaffolding talk in EFL classroom interaction. The study employed case study design. The study was conducted at SMA 17 Makassar South Sulawesi. The data were obtained from classroom observation, semi-structured interview and questionnaire. In determining the participants, the researcher used purposive sampling approach taking one experienced teacher in that school. The data from observation and interview were analyzed by using data analysis procedure consisting of data collection, data condensation and conclusion drawing or verifying. The result of this study showed that: (1) there were five types of teacher’s scaffolding talk. They are modelling, explaining, inviting students’ participation, instructing, and questioning. From those types, it was found that all type of teachers’ scaffolding talk based on Wood (1995) occurred; (2) Scaffolding talks can facilitate the behavioral engagement of the students in EFL Classroom Interaction, such as paying more attention, attempting to ask question to the teacher, attempting to answer the question from the teacher and actively seeking for the information

Responsive advice-giving to troubles in supervision interaction

Advice-giving is not only a crucial pedagogic activity in student supervision but also responsive conduct to students’ expressions of trouble in talk in-interaction. However, we know little about how advice-giving arrives in such sequences. This study uses conversation analysis to examine supervisory advice-giving in responding turns after students express their trouble. It is demonstrated that students’ reports of trouble make supervisors’ advice-giving normatively relevant. But there may be additional work before the arrival of advice: (1) rephrasing students’ formulations of trouble, (2) using follow-up exploratory questions, and (3) sharing parallel experiences. They are considered to be moves that achieve epistemic symmetries on the advisable issues so the chance of advice resistance is minimized. When delivering the advice proper, two practices are discovered: the construction of It is not X but Y is aimed to mitigate the critical element; the just-formulation reflects supervisors’ orientation to the workability of the trouble. Overall, this set of findings provides that the elimination of epistemic asymmetry is key in the enactment of advice acceptance. The study draws on 67 episodes of responsive advice-giving sequences, found in 12 hours of video recordings of authentic supervision meetings in a UK institution.

Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development

AbstractPhenomena‐based approaches have become popular for elementary school teachers to engage children's innate curiosity in the natural world. However, integrating such phenomena‐based approaches in existing science courses within teacher education programs present potential challenges for both preservice elementary teachers (PSETs) and for laboratory instructors, both of whom may have had limited opportunities to learn or teach science within the student and instructor roles inherent within these approaches. This study uses a convergent parallel mixed‐methods approach to investigate PSETs' perceptions of their laboratory instructor's role within a Physical Science phenomena‐based laboratory curriculum and how it impacts their conceptual development (2 instructors/121 students). We also examine how the two laboratory instructors' discursive moves within the laboratory align with their's and PSETs' perceptions of the instructor role. Qualitative data includes triangulation between a student questionnaire, an instructor questionnaire, and video classroom observations, while quantitative data includes a nine‐item open response pre‐/post‐semester conceptual test. Guided by Mortimer's and Scott's analytic framework, our findings show that students primarily perceive their instructors as a guide/facilitator or an authoritarian/evaluator. Using Linn's knowledge integration framework, analysis of pre‐/post‐tests indicates that student outcomes align with students' perceptions of their instructors, with students who perceive their instructor as a guide/facilitator having significantly better pre‐/post‐outcomes. Additional analysis of scientific discourse from the classroom observations illustrates how one instructor primarily supports PSETs' perspectives on authentic science learning through dialogic–interactive talk moves whereas the other instructor epistemologically stifles personally relevant investigations with authoritative–interactive or authoritative–noninteractive discourse moves. Overall, this study concludes by discussing challenges facing laboratory instructors that need careful consideration for phenomena‐based approaches.

IMPROVING UNDERSTANDING OF THE DANGERS OF DRUG ABUSE IN ADOLESCENT CHILDREN THROUGH PSYCHOEDUCATIONAL ACTIVITIES

Introduction: This study aims to determine the effect of psychoeducation regarding drug abuse on participants, namely students of the Muhammadiyah Gayungan Orphanage. Methods: This study used a psychoeducation program in the form of interactive talk shows and psychoeducational video summaries about drug abuse at the Muhammadiyah Gayungan Orphanage. The target participants of this study were 11 children at the Muhammadiyah Gayungan Orphanage. This study used a pretest-posttest design with one group of participants. The data analysis technique used was the independent sample t-test. Results: With a mean difference score of 30.9, providing psychoeducation had a significant effect on increasing adolescent knowledge on drug abuse at Muhammadiyah Gayungan Orphanage (t(11) = 5.49, p = <.001, Cohen's d = 1.65). Conclusion: Psychoeducation regarding drug abuse proved to have a significant effect on the understanding of children at the Muhammadiyah Gayungan Orphanage regarding knowledge of drug abuse. KEYWORDS adolescent; drug abuse; psychoeducation.

1018 Emergency Urology Crash Course: Teaching Non-Urologists Pays Back

Abstract Aim To improve the knowledge, practical skills as well as professional skills of non-urologist health care professionals and bridge the gap between different specialties. Method One-day emergency urology crash course has been organised by urology team in our trust. The course is provided by 4 urology SpR under supervision of a urology consultant. Our course includes alternating sessions between lectures and practical skills. Lectures include interactive talks about common emergency urology case scenarios including obstructive uropathy, urinary infections & sepsis, andrological emergency, urologic trauma etc. Hands-on training using mannequin models includes difficult catheter, bladder wash out, 3-way catheter irrigation, flexible cystoscopy, foreskin problems, SPC insertion etc. Pretest and posttest questionnaires as well as a feed-back forms have been used to collect data used to analyse performance and the overall outcome of the course. We ran the course 3 times so far. Results Candidates included 60% A&E, 20% General surgery, 10% medical, 10% others. 70% were SpR,25% SHO and F1 or 2, 5% Nursing staff. 80% of candidates were from our trust and 20% from other trusts who got interested to attend. Candidate to faculty ratio was 5:1. Pre and post test result showed increase in knowledge by 4 points and increase in practical skills of 3 points. Conclusions One-day emergency urology course can achieve a lot on practical grounds as candidates feel more confident dealing with emergency urology cases after bridging the gaps in their knowledge and practical skills. This reflects on the overall service provided to urology patients presenting in the acute settings.

Expressive language sampling and outcome measures for treatment trials in fragile X and down syndromes: composite scores and psychometric properties

The lack of psychometrically sound outcome measures has been a barrier to evaluating the efficacy of treatments proposed for core symptoms of intellectual disability (ID). Research on Expressive Language Sampling (ELS) procedures suggest it is a promising approach to measuring treatment efficacy. ELS entails collecting samples of a participant’s talk in interactions with an examiner that are naturalistic but sufficiently structured to ensure consistency and limit examiner effects on the language produced. In this study, we extended previous research on ELS by analyzing an existing dataset to determine whether psychometrically adequate composite scores reflecting multiple dimensions of language can be derived from ELS procedures administered to 6- to 23-year-olds with fragile X syndrome (n = 80) or Down syndrome (n = 78). Data came from ELS conversation and narration procedures administered twice in a 4-week test–retest interval. We found that several composites emerged from variables indexing syntax, vocabulary, planning processes, speech articulation, and talkativeness, although there were some differences in the composites for the two syndromes. Evidence of strong test–retest reliability and construct validity of two of three composites were obtained for each syndrome. Situations in which the composite scores would be useful in evaluating treatment efficacy are outlined.

Social Media Influenced Lexicons: A Child’s Vocabulary Production in Talk-In Interactions

Social media has become a prominent medium of communication and has been used by all generations, including the youngest members of society. It has emerged as a powerful communication medium that makes interactions rapid, simple, and sensible. Youngsters also use social media to have fun, form and maintain connections, share and discover hobbies, explore identities, and grow familial ties; it is a continuation of their in-person and offline encounters. There is an assumption that with their exposure to modern gadgets, internet connectivity, and various online networking sites, children's daily talk-in interactions are influenced by social media languages. Utilizing a qualitative-descriptive research design, conversation analysis, Vygotsky's theory of language development and an interactionism approach, the purpose of the study is to provide an elaborated academic account of a child’s vocabulary production in casual conversations and list down the emerging social-media-influenced lexicons generated from a child, which were classified according to six-word categories: slang, colloquialism, alphabetism, neologism, loan words, and pseudowords. Findings show that the trends in digital exchanges on social media platforms have prevalent occurrences in a child’s everyday language, where some words and phrases possess critical meanings, as the child’s denotations and social-media connotations have a contrastive nature. As children develop their productive lexical skills using social media, the study highlights Vygotsky’s assertion on the importance of a child’s "more knowledgeable other" in language acquisition, production, and development.

Dynamics of media convergence in translingual expert interviews — An example from isiXhosa radio in South Africa

Radio remains the most important information and entertainment medium in translingual South Africa. Subject to digitalization, it underwent major technical and structural transformation processes known as media convergence to maintain and to broaden audiences. These transformations have significant effects on the pragmatic realization of interactive talk and knowledge transfer. The study is based on an empirical multimodal discourse analysis of a Facebook video by the isiXhosa radio station Umhlobo Wenene. It observes dynamics of media convergence on the communicative situation. The example from a multilingual and mediated setting highlights impacts of conversation conventions externally imposed by promotional obligations. Furthermore, it examines how material affordances affect the conversation. The analysis shows that radio convergence has some enabling as well as some restrictive effects for realizing translingual knowledge transfer in mediated expert interviews.

Two distinct binding modes provide the RNA-binding protein RbFox with extraordinary sequence specificity

Specificity of RNA-binding proteins for target sequences varies considerably. Yet, it is not understood how certain few proteins achieve markedly higher sequence specificity than most others. Here we show that the RNA Recognition Motif of RbFox accomplishes extraordinary sequence specificity by employing functionally and structurally distinct binding modes. Affinity measurements of RbFox for all binding site variants reveal the existence of two distinct binding modes. The first exclusively accommodates cognate and closely related RNAs with high affinity. The second mode accommodates all other RNAs with reduced affinity by imposing large thermodynamic penalties on non-cognate sequences. NMR studies indicate marked structural differences between the two binding modes, including large conformational rearrangements distant from the RNA-binding site. Distinct binding modes by a single RNA-binding module explain extraordinary sequence selectivity and reveal an unknown layer of functional diversity, cross talk and regulation in RNA-protein interactions.

Reconciling the cognitive and social approaches to describing teacher talk in second language classrooms: The contribution of systemic functional linguistics

Teacher talk plays an important role in second-language classroom interaction. Studies are informed by multiple theories and yet could be classified under two general approaches, i.e., cognitive and social. The two approaches provide different but complementary perspectives on the role of teacher talk in interaction, with a focus on either learners' cognitive change or their social participation. A conversation between them is called for in the academic field to understand their interdependent relationship as well as the loss and gain in the respective approach. However, the conversation is difficult to launch because the cognitive and social approaches have developed distinct perspectives on what constitutes language and how learning evolves, leading to seemingly incompatible descriptive paradigms. With reference to systemic functional linguistics (SFL), this article argues for reconciling the two approaches in the following aspects. First, the meaning-oriented view of language in SFL expands the learning scope beyond language forms and offers both approaches an angle to reconsider the focus of the interaction. Second, the semiotic view of learning in SFL blurs the boundary of cognition and language use and provides a perspective for understanding the mediated role of language in the cognitive and social processes of learning. Finally, the functions of scaffolding in teacher talk revealed by SFL based on a linguistic analysis may not only enrich the description of each approach but also enable findings across the two approaches to be comparable. It is anticipated that SFL would create new spaces for the conversation between the two approaches.