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Wortham, Stanton, Katherine Mortimer, Kathy Lee, Elaine Allard, and Kimberly Daniel White. "Interviews as interactional data." Language in Society 40, no. 1 (February 2011): 39–50. http://dx.doi.org/10.1017/s0047404510000874.
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AbstractInterviews are designed to gather propositional information communicated through reference and predication. Some lament the fact that interviews always include interactional positioning that presupposes and sometimes creates social identities and power relationships. Interactional aspects of interview events threaten to corrupt the propositional information communicated, and it appears that these aspects need to be controlled. Interviews do often yield useful propositional information, and interviewers must guard against the sometimes-corrupting influence of interactional factors. But we argue that the interactional aspects of interview events can also be valuable data. Interview subjects sometimes position themselves in ways that reveal something about the habitual positioning that characterizes individuals or groups. We illustrate the potential value of this interactional information by describing “payday mugging” stories told by interviewees in one New Latino Diaspora town. (Interview data, narrating events, transference)
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Kádár, Dániel Z. "Identity Formation in Ritual Interaction." International Review of Pragmatics 7, no. 2 (2015): 278–307. http://dx.doi.org/10.1163/18773109-00702006.
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This paper explores the (co-)construction of identities in ritual interaction, by focusing on the choice of interactional styles. ‘Interactional style’ describes a cluster of similar indexical actions within the interaction “frame” (Goffman, 1974) of a ritual. Ritual is a recurrent interaction type, which puts constraints on the individual’s “freedom” to construct their (and others’) identities, in a somewhat similar way to institutional interactions, which have been broadly studied in the field. However, the constraints posed by ritual interactions are different from institutional, and so by examining identity (co-)construction via interactional style choices in ritual contexts, this paper fills an important knowledge gap. I approach interactional style choices through the notions of “role” and “accountability”, and by placing ritual practices within Goffman’s (1981) participation framework. I use examples of heckling at performing arts events as data. By focusing on interactional style, the paper contributes to the present Special Issue dedicated to interactional styles across cultures.
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Reed, Darren J. "Dancing with Data: Introducing a Creative Interactional Metaphor." Sociological Research Online 25, no. 4 (December 26, 2019): 533–48. http://dx.doi.org/10.1177/1360780419892640.
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In this article, a dance metaphor is developed to deepen our understanding of the material, sensual, processual, and experiential potential of digital data relations. Premised upon Blumer’s notion of a sensitising concept, ballroom dance theory is applied to everyday use of the Apple Watch so as to prompt investigation of subtle interactional features of device use. The aim is to engender an inclusive umbrella concept while simultaneously stimulating questions of analysis of and access to small-scale and intimate moments of embodied behaviours in future interactional analysis. In so doing, the article contributes to the sociology of data relationality in everyday life, as well as constituent approaches such as science and technology studies and the interactional study of bodies and machines.
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Peltonen, Pauliina. "L2 fluency in spoken interaction: a case study on the use of other-repetitions and collaborative completions." AFinLA-e: Soveltavan kielitieteen tutkimuksia, no. 10 (July 2, 2018): 118–38. http://dx.doi.org/10.30660/afinla.73130.
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Second language (L2) speech fluency has usually been studied from an individual’s perspective with monologue speech samples, whereas fluency studies examining dialogue data, especially with focus on collaborative practices, have been rare. In the present study, the aim was to examine how participants maintain fluency collaboratively. Four Finnish upper secondary school students of English completed a problem-solving task in pairs, and their spoken interactions were analyzed qualitatively with focus on collaborative completions and other-repetions. The findings demonstrated that collaborative completions and other-repetitions contribute to interactional fluency by creating cohesion to the interaction. Collaborative completions were also used to help the interlocutor to overcome temporary (individual) disfluent phases. Overall, the findings suggest that individual and interactional fluency are intertwined in spoken interaction, which should be acknowledged in theoretical approaches to L2 fluency and in empirical studies examining L2 fluency in interactional contexts.
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Murdoch, Jamie, Fiona Poland, and Charlotte Salter. "Analyzing Interactional Contexts in a Data-Sharing Focus Group." Qualitative Health Research 20, no. 5 (February 12, 2010): 582–94. http://dx.doi.org/10.1177/1049732310361612.
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Suryati, Nunung. "Indonesian Efl Teachers’ Practice Of Interactional Feedback." KnE Social Sciences 1, no. 3 (April 13, 2017): 489. http://dx.doi.org/10.18502/kss.v1i3.771.
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<p>Interactional feedback is defined as feedback that is generated by teachers in response to both erroneous and communicatively inappropriate utterances that students produce during conversational interaction (Nassaji, 2015). Interactional feedback has been investigated in second language acquisition contexts, but little has been done concerning interactional feedback in foreign language settings, particularly in Indonesian context. In this descriptive study, conducted at junior high school level, it was aimed to identify the actual practice of instructors of English as a foreign language on interactional feedback in their classrooms. A classroom observation protocol was used to collect the data. The results show that teachers in general have applied different types of interactional feedback. However, not all interactional feedback results in students’ uptakes.</p>
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Svahn, Johanna, and Ann-Carita Evaldsson. "‘You could just ignore me’: Situating peer exclusion within the contingencies of girls’ everyday interactional practices." Childhood 18, no. 4 (September 9, 2011): 491–508. http://dx.doi.org/10.1177/0907568211402859.
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The present article approaches the phenomenon of indirect bullying through detailed analysis of the interactional practices that a group of preadolescent girls make use of as they reconstruct the social organization of their peer group, the effect being that one girl is eventually excluded. The data are drawn from ethnography combined with video recordings of the girls’ peer group interactions in a Swedish elementary school, during one school year. The interactional data cover three different periods of the exclusion process. Overall, the study highlights how processes of social exclusion are situated within the flow of subtle and seemingly innocent actions that are embedded in ordinary everyday interactional peer group practices.
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Ziegler, Nicole, and Huy Phung. "Technology-mediated task-based interaction." Technology-mediated feedback and instruction 170, no. 2 (October 8, 2019): 251–76. http://dx.doi.org/10.1075/itl.19014.zie.
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Abstract This exploratory study examines the extent to which mode differentially impacts the quantity and quality of interactional features in second language (L2) task-based interaction. Following a within-subject, repeated measures design, intermediate adult learners (n = 20) completed four (counter-balanced) tasks with a confederate interlocutor in the following conditions: audio-chat, video-chat, text-chat, and multimodal chat (in which participants could interact using more than one form of communication). Quantitative analyses examined the quality of learners’ interactions, including negotiation, recasts, and LREs. Data regarding learners’ perceptions of type of technology were also collected to provide a more holistic perspective. The results demonstrate differences in terms of interactional features and learners’ preference based on mode of technology.
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Mortensen, Kristine Køhler. "Informed consent in the field of language and sexuality." Journal of Language and Sexuality 4, no. 1 (March 30, 2015): 1–29. http://dx.doi.org/10.1075/jls.4.1.01mor.
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In order to understand how sexual and romantic relations are established and negotiated in discourse, the field of language and sexuality is dependent upon empirical data from naturally occurring spontaneous interaction. However, detailed discussions of research methods are lacking in the field. In this article, I explore ways of accessing intimate spontaneous data in a heterosexual online dating context. Through interactional analysis of three types of online dating interaction, I examine the multi-faceted context for securing informed consent while at the same time preserving participants’ intimacy. I argue that institutionalized informed consent procedures may undercut participant agency and expose symbolic violence towards their carefully built interactional framework. The analysis demonstrates participants’ ability to negotiate ethical issues and to turn such issues into a contribution to the ongoing flirtatious interaction. As a result, I suggest a method that integrates participants’ interactional expertise in the consent-gaining process.
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Navaz, Abdul Majeed Mohamed. "Developing Interaction in ESL Classes: An Investigation of Teacher-Student Interaction of Teacher Trainees in a Sri Lankan University." International Journal of Learning, Teaching and Educational Research 20, no. 2 (February 28, 2021): 174–96. http://dx.doi.org/10.26803/ijlter.20.2.10.
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This study examines the possibility of using of IRF (Initiation-Response-Follow-up) sequence of teacher-student interaction in Sri Lankan ESL (English as a Second Language) classes for developing longer interactional exchanges which are believed to be useful for language development. Usually, in Sri Lankan ESL classes, teachers ask more display questions and a few referential questions. As a result, teacher-student interaction occurs only occasionally and they follow the traditional IRF pattern with an evaluation at the third move. Teachers could develop longer interactional exchanges by giving follow-up questions or prompts at the third move of the IRF sequence so that students respond, elaborate, explain or prolong their responses. This study examines how the teacher trainees on their teaching practice of a TESL degree programme at a university interacted with their students in ESL classes and how they changed their pattern of interaction to sustain more student interaction. Using lecture discourse data as the basis of the analysis, this study evaluated the changes after an intervention that focussed on training the teacher trainees in developing longer interactional episodes. The results revealed that there was only a slight improvement in the way teacher trainees maintained interactions in the lessons after the intervention. Hence, this study enlightens the possibility of utilizing interaction for language development through intensive teacher training.
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Kaimaki, Marianna. "Tunes in Free Variation and Sequentially Determined Pitch Alignment: Evidence from Interactional Organisation." Journal of Greek Linguistics 10, no. 2 (2010): 213–50. http://dx.doi.org/10.1163/156658410x531384.
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AbstractResults arising from a study of the prosodic organisation of everyday talk in Greek suggest that 'falling' and 'rising' tunes might occur in free variation in certain interactional contexts. They also show that, at least for Greek, pitch alignment of rising tunes might be interactionally driven. I explore these possibilities by examining the organisation of two interactional sequences: a) response-to-summons turns (i.e. the first utterance by the recipient of a call) at the openings of Greek telephone calls, b) sequences involving the Greek continuer ne. Analysis of the first data set of response-to-summons turns suggests that the choice of falling or rising tune does not appear to have consequences for the design or subsequent development of the talk. Nor is there evidence in the interactional behaviour of the participants that the choice conveys a difference in pragmatic nuance. Analysis of the second data set shows that pitch alignment of rising tunes might be dependent on the interactional function and/or lexical design of the turn they occur in. I argue that choice of tune-type in this interactional context is related to particular lexical selections and that pitch alignment is related to interactional structure and composition of the turn.
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Damico, Jack S., and Sandra K. Damico. "The Establishment of a Dominant Interpretive Framework in Language Intervention." Language, Speech, and Hearing Services in Schools 28, no. 3 (July 1997): 288–96. http://dx.doi.org/10.1044/0161-1461.2803.288.
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One aspect of therapeutic discourse that has not been fully investigated in language intervention is the way that interactional dominance is established and maintained within the therapeutic encounter. Using various data collection strategies, therapeutic discourse from 10 language intervention sessions was collected and analyzed. By employing an analytic device known as the "dominant interpretive framework," the interactional styles and strategies of two speech-language pathologists were investigated. Data revealed several systematic patterns of interaction that constrained the ranges of interaction between the clinician and the client. Several implications regarding client empowerment, mediation, and assimilation into the school culture are discussed.
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Ranaweera, Mahishi. "Interactional Feedback in Naturalistic Interaction between L2 English Learners." English Language Teaching 8, no. 11 (September 27, 2015): 47. http://dx.doi.org/10.5539/elt.v8n11p47.
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<p>Theoretical and empirical data support that the feedback given in small group activities promote second language acquisition. There are many studies that have examined the impact of interaction on second language acquisition in controlled language situations. This study examines the small group activity ‘conversation partner’ in order to find out how much feedback takes place in an out of classroom activity such as conversation partner where the language is not controlled. The conversations were recorded and examined for instances of interactional feedback. Later a tailor made test was given to find out whether the participants remembered the language items that they received feedback on. The results show that feedback in natural speech among learners occurs relatively at a low level but the learners remember whatever language that was used in feedback instances.</p>
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Félix-Brasdefer, J. César. "Natural speech vs. elicited data." Spanish in Context 4, no. 2 (December 6, 2007): 159–85. http://dx.doi.org/10.1075/sic.4.2.03fel.
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This study investigates issues of reliability and validity in pragmatics research and examines the extent to which role-play data approximate naturally-occurring discourse with respect to the content and frequency of requests in Mexican Spanish. The data were gathered from naturally-occurring conversations and field notes in a wide array of contexts and included requests from males and females in formal and informal situations. The results of the current study indicate that natural data represent the most valid way of observing different aspects of speech-act (verbal and non-verbal) behavior in social interaction, as there are various types of request forms that cannot be generated if one follows the role-play path. However, open role plays, if constructed with sufficient contextual information, may offer some advantages over natural data in that they have the potential of eliciting interactional data for research purposes while controlling for various sociolinguistic variables.
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Tang, Xiaofei. "Task-based interactional sequences in different modalities." Applied Pragmatics 2, no. 2 (August 17, 2020): 174–98. http://dx.doi.org/10.1075/ap.19010.tan.
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Abstract Recent research on Task-Based Language Teaching (TBLT) showed the efficacy of using computer-mediated communication (CMC) to promote second language (L2) learning (Ziegler, 2016). However, few studies compared the interactional sequences during task-based interaction across different modalities (e.g., oral and written chat). It is thus not clear how different task modalities mediate task-based interaction and L2 learning opportunities. To fill this gap, this study compared CMC written chat and face-to-face (FTF) oral chat for interactional sequences during decision-making tasks. Participants were 20 learners of Chinese (high-elementary to intermediate level) in a U.S. university. Ten participants completed the tasks in CMC, while the other 10 completed the same tasks in FTF. The interaction data were analyzed for frequency and patterns of interactional strategies. Three types of interactional sequences emerged in both groups: orientating to tasks, suggesting actions and evaluating suggestions. CMC participants suggested actions more frequently than FTF participants. While both groups predominantly agreed with proposed suggestions, CMC dyads expressed disagreement three times more than FTF dyads. CMC dyads also used more utterances to manage task progress. Findings are discussed in terms of the interactional organizations and their potential influence on task-based language use in different modalities.
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Sanditov, D. S. "Transverse deformation and nonlinearity of force interactional interaction of solids." Доклады Академии наук 486, no. 1 (May 10, 2019): 34–38. http://dx.doi.org/10.31857/s0869-5652486134-38.
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At this stage, it is necessary to allow the dependence of the Poisson coefficient (parameter of elasticity theory) on the nonlinearity of the interatomic interaction force and the anharmonicity of lattice vibrations (Gruneisen parameter). This dependence follows from the experimental data and finds justification in the framework of the existing theoretical developments, primarily the BRB model (Berlin-Rothenburg-Baserst). The relationship between the linear (harmonic) and nonlinear (anharmonic) properties of solids is discussed using the example of the unambiguous connection of the Poisson coefficient μ with the Gruneisen parameter.
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Avia, Hidayatul, and Yuli Astutik. "How Do Junior High School Students Utilize Interactional Strategies in Speaking Activity?" Ethical Lingua: Journal of Language Teaching and Literature 5, no. 1 (February 23, 2018): 16–30. http://dx.doi.org/10.30605/ethicallingua.v5i1.757.
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Interactional strategies are very important especially for English as a foreign language learners which can help the learners negotiate of the meaning during the interaction in speaking activity. The aim of this research is to analyze the interactional strategies (ISs) utilized by three students at different levels (Low, Average, High) in speaking activity at the eighth grade students of SMP Islam As-Sakinah Sidoarjo. This research uses qualitative descriptive as a research design, which all of the data are obtained through observation and interview for three students at different level such as low level learner (LLL), average level learner (ALL) and high level learner (HLL). In brief, the results of this research show that LLL uses all aspects of interactional strategies in her speaking activity, average level learner (ALL) uses some aspects of interactional strategies and high level learner (HLL) almost never use the aspects of interactional strategies in his speaking activities.
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Paolettti, Isabella. "Introduction to the Special Issue: “Ethical Issues in Collecting Interactional Data”." Human Studies 37, no. 2 (January 21, 2014): 167–78. http://dx.doi.org/10.1007/s10746-013-9306-9.
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Arries, Ebin J. "Interactional Justice in Student— Staff Nurse Encounters." Nursing Ethics 16, no. 2 (March 2009): 147–60. http://dx.doi.org/10.1177/0969733008100075.
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The focus of this article is on nursing students' perceptions of interactional justice during student—staff nurse encounters. A descriptive survey using a combined questionnaire on interactional justice was used to collect the data. Reliability analysis for the theoretical dimensions of interactional justice revealed a Cronbach's alpha value greater than 0.70. The student nurses perceived staff nurses to be interactionally unjust during their contact with them. Significant differences were observed between interactional justice and some demographic characteristics of students. Fourth year students perceived staff to provide better justifications for decisions that affect them than third and second year students. Although black students, in contrast to white students, perceived clinical staff as significantly more truthful, these results are inconclusive. Students who engage for longer periods of time in the clinical learning context perceived their relationships and how they are treated by clinical staff as more just. Recommendations for further research are made.
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Bjørkly, Stål. "Scale for the Prediction of Aggression and Dangerousness in Psychotic Patients, an Introduction." Psychological Reports 73, no. 3_suppl (December 1993): 1363–77. http://dx.doi.org/10.2466/pr0.1993.73.3f.1363.
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The design and theoretical bases of the Scale for the Prediction of Aggression and Dangerousness in Psychotic Patients (PAD) are described. The scale is based on an interactional understanding of aggressive behaviour in psychotic patients. This model emphasizes detailed analyses of each patient's situational and interactional vulnerability, in addition to personality variables, for improved prediction of aggressive behaviour. Situational vulnerability is thus defined as increased likelihood to act aggressively towards others in a given interaction. Based on 29 items grouped in 7 main categories, the PAD scores describe a patient's profile of interactional vulnerability. Empirical data from the clinical and research application of PAD at a special secure unit for dangerous patients are presented.
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Lu, Yanfang. "The Analysis of the Features of Interaction in Instructed SLA." Theory and Practice in Language Studies 11, no. 4 (April 1, 2021): 447–56. http://dx.doi.org/10.17507/tpls.1104.15.
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This study investigates the interaction in university instructed setting in China. It reveals the interactional patterns, the strategies used in the negotiation of meaning and language forms being negotiated in classroom. The results show that the most frequently used interactional pattern and strategy of negotiation of meaning is IRF and comprehension check. But data shows that more complicated interactional patterns such as IRF(I)RF, IR [I1 R1 (I2 R2)] F and IR1F1 / R2F2 are being used. They are beneficial in promoting students’ language production. And we also found that there is focus on form in the negotiation of meaning, which can help to raise learner’s awareness of language forms in meaningful communication.
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Rieger, Caroline L. "“I want a real apology”." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 27, no. 4 (November 3, 2017): 553–90. http://dx.doi.org/10.1075/prag.27.4.04rie.
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Abstract Research on the apology spans over half a century and has been quite prolific. Yet, a major issue with numerous studies on apologies is a lack of findings from naturally occurring interaction. Instead many studies examine written elicitations. As a result they research how respondents think they apologize, not how they do apologize. This project, in contrast, stresses the importance of studying the apology as a dynamically constructed politeness strategy in situated interaction. Apologies are part of the ever-present relational work, i.e., co-constructed and co-negotiated, emergent relationships in a situated social context. Hence, the focus is not on the illocutionary force indicating device (IFID) alone, nor on the turn in which the IFID is produced, but on the interactional exchange in situ. Naturally, data eliciting produces a larger sample size of apologies than the taping and transcribing of naturally occurring interaction does. To remedy the issue, this study uses interactions from situation comedies, which provide a large sample of apologies in their interactional context. Sitcom interactions constitute a valid focus of pragmatic research as they share fundamental elements of natural interactions (B. Mills 2009; Quaglio 2009). The validity of this approach is tested using findings from published conversation analytic studies on apologies. The analysis is set within the framework of discursive pragmatics and leads to new insights on apologies and responses to apologies.
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Jager, Margot, Andrea F. De Winter, Janneke Metselaar, Erik J. Knorth, Sijmen A. Reijneveld, and Mike Huiskes. "Compliments and accounts: Positive evaluation of reported behavior in psychotherapy for adolescents." Language in Society 44, no. 5 (October 15, 2015): 653–77. http://dx.doi.org/10.1017/s0047404515000615.
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AbstractBased on conversation analysis (CA) of video-recorded therapy sessions, the article explicates a particular interactional project of positively evaluating client-reported behavior in psychotherapy. The analysis focuses on the therapist's actions that convey a positive evaluation of client-reported behavior that represents therapeutic progress. First, the data analysis revealed three components that constitute the evaluation project: discourse marker, compliment, and account. Second, the article shows that participants orient towards the observed evaluation project, both as a unified whole and as a combination of discrete and separate interactional turns. The article suggests that this evaluation project functions as a tool for achieving the institutional goal of reinforcing therapeutically desired behaviors. The empirical findings are discussed in relation to the Stocks of Interactional Knowledge, described in handbooks on dialectical behavior therapy (the specific setting in which the data were collected). (Professional-client interaction, adolescent, psychotherapy, evaluation, complimenting, conversation analysis)*
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Dang, Thuy T., and Anh D. Pham. "What make banks’ front-line staff more customer oriented? The role of interactional justice." International Journal of Bank Marketing 38, no. 4 (February 17, 2020): 777–98. http://dx.doi.org/10.1108/ijbm-09-2019-0321.
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PurposeWhile technological advances have been changing the way that services are delivered to customers, direct interaction between banks’ front-line staff and customers still holds its distinct position in the banking sector. This research investigates the relationship between interactional justice and the willingness of commercial banks’ front-line staff to engage in customer-centric behaviors, as well as the mediators behind this relationship.Design/methodology/approachThis research combined both qualitative and quantitative research methods. In-depth interviews were employed to explore the potential mechanisms underlying the relationship between interactional justice and customer-centric behavior and to develop the specific measurement scale for customer-centric behavior in the banking service context. A survey was conducted to test the conceptual model using a sample of 312 customer contact employees working in Vietnamese commercial banks.FindingsThe research results indicate that interactional justice significantly enhances employees’ willingness to engage in customer-centric behaviors, and this relationship is partially mediated by overall job satisfaction and the leader-member exchange relationship.Research limitations/implicationsThis research faces several limitations. The first limitation concerns the fact that the data are based on self-reports, which might lead to common method biases. Second, this study used a sample drawn from the North of Vietnam only. Third, this study adopted a limited set of measurement items due to the concerns of model parsimony and data collection efficiency. Fourth, we followed prior justice work to assume the linear relationship between interactional justice and leader-member exchange, in which the leader-member exchange is hypothesized to be the outcome of fair treatment (Erdogan and Liden, 2006; Masterson et al., 2000). Last, we only considered how leaders treat their followers through the lens of interactional justice, while interactional justice differentiation has also been affirmed as a crucial determinant of leader-member exchange and employees’ performance. Originality/valueThis research is noteworthy that it is the first to take a social exchange perspective to examine customer-oriented behavior as an outcome of interpersonal interactions in the workplace. Accordingly, it delivers a key message to bank supervisors: “Treat employees the way you want your customers to be treated.”
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Sundari, Hanna, Zainal Rafli, and Sakura Ridwan. "INTERACTION PATTERNS IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM AT LOWER SECONDARY SCHOOLS." English Review: Journal of English Education 6, no. 1 (December 23, 2017): 99. http://dx.doi.org/10.25134/erjee.v6i1.775.
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Interaction plays an important role in language learning process in classroom setting. This present study aims at investigating the patterns used in classroom interaction by English lower secondary teachers. Using qualitative approach, this study was carried out in eight lower secondary schools (SMP) in Jakarta. Moreover, twenty English language experienced teachers with three to thirty-six years of teaching experiences were recruited as participants. Interviews, classroom observations/recording and focus-group discussion were instruments to collect data. For analyzing the data, qualitative data analysis was selected in developing categories and sub-categories of the data. The findings showed that the teachers apply at least three identified interactional patterns in EFL classroom in which modify the IRF structure. Teachers initiate interaction to the entire class (T-whole class interaction) by giving questions and instruction. Then, they also point out one specific student to answer the question or do the required task (Teacher fronted student interaction). In addition, teachers set the classroom activity to make the students interact each other (student-student interaction). Moreover, the student responses and other interactional features identified in language classroom are also discussed.Keywords: interaction patterns, EFL classrooms, secondary school
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De Fina, Anna. "Researcher and informant roles in narrative interactions: Constructions of belonging and foreign-ness." Language in Society 40, no. 1 (February 2011): 27–38. http://dx.doi.org/10.1017/s0047404510000862.
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AbstractIn this article I focus on the influence of researcher/informant roles on the types of narratives that are produced and on the ways in which storytelling interactions are managed in research contexts. In particular, I show that storytelling activities and story types both reflect and shape relationships among participants based, among other factors, on their local management of situational and portable identities. I argue that one important methodological consequence of the analysis is the recognition of the fact that all data produced in interaction (including interviews) are irreducibly context-bound and that therefore an analytical separation between observer and observed is impossible. I also discuss how a treatment of the research event and of storytelling in it as a real interactional encounter can shed light on issues related to the insider-outsider status of the researcher and the Observer's Paradox (Labov 1972b). (Narrative, interviews, interactional roles, immigrants, identities).
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Gonsum, Longji Christopher, and Cise Cavusoglu. "Social Positioning in Teacher-Student Interactions: A Linguistic Ethnographic Investigation." International Journal of English Linguistics 9, no. 2 (March 2, 2019): 332. http://dx.doi.org/10.5539/ijel.v9n2p332.
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From a social constructionist perspective and using Positioning Theory, this study examined the interactional strategies that interactants use in establishing their social positions in interactions in a registration office. Linguistic ethnographic methods were deployed where naturally occurring interactions of 30 participants in a registration office in a Nigerian university located in North-Central Nigeria were collected through audio-recordings, which added up to 177 minutes in total. Stimulated recall interviews were also conducted with some of the interactants to refute or validate the results of preliminary analyses of their interactional strategies. Micro-discourse analysis was adopted for the analysis of both the ethnographic and discourse data in order to account for the influence of context and other nonverbal behaviours on the interactants’ choices and the discourse data. The study revealed that sociocultural expectations, knowledge and perceptions significantly influenced the choice of the interactional strategies used for the negotiation and construction of social positions by both the teachers and the students in their interactions. The study also showed the discursive variables of power relations and ages of the interactants as impacting on their use of face acts as deliberate social positioning strategies in the interactions. The study concludes that interactants’ pragmatic awareness of context is crucial in establishing their negotiated positions in meaningful and cordial interactions.
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Sidnell, Jack. "Interactional Trouble and the Ecology of Meaning." Psychology of Language and Communication 20, no. 2 (December 1, 2016): 98–111. http://dx.doi.org/10.1515/plc-2016-0006.
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Abstract Drawing on the methods of conversation analysis (Sidnell, 2010; Sidnell and Stivers, 2012) and the data provided by recordings of ordinary interaction, in this paper I ask what a radically empirical approach to word meaning might look like. Specifically, I explore the possibility that we might investigate linguistic meaning through a consideration of interactional troubles. That is, when participants in interaction confront apparent troubles of meaning, what do those troubles consist in? What is the missing something that leaves participants in interaction feeling as though they do not understand what another means? Four types of trouble in interaction are discussed: troubles of exophoric or anaphoric reference, troubles of common ground, troubles of lexical meaning, troubles of sense.
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Panjuru, Rinenda Saka. "Patterns of teacher-students interaction in eighth grade of junior high school." Journal of English Language and Pedagogy 2, no. 1 (April 7, 2019): 49. http://dx.doi.org/10.36597/jelp.v2i1.3948.
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The objectives of this research are to: (1) reveal the teacher-students’ interaction patterns applied between teacher and students during teaching and learning process in SMP Muhammadiyah Imogiri., and (2) describe the interactional features used by the teacher related to the pedagogic goals during teaching learning process SMP Muhammadiyah Imogiri. This research belongs to discourse analysis which aims at describing conversation and interaction of teacher-students during English teaching learning process in the eighth grade of SMP Muhammadiyah Imogiri. The data were collected through observation and were analyzed using the theory of IRF exchange structure and the SETT Framework. The result showed there were 30 patterns of interaction of 30 exchange structures used in seven types of transaction. The transactions greeting session, introduction, re-checking session, explaining session, instruction session, practicing session, note taking session. There were 12 types of interactional features used by the teacher with the total number of 135. It appears the display question interactional feature plays an important role in this case. Through display question, the teacher raises up the students’ desire to learn and participate in the teaching learning process. The teacher ‘24’ form-focused on feedback interactional features backs up the students when they did a mistake. That is a good unity to build the students competencies.
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Smagulova, Juldyz. "Ideologies of language revival: Kazakh as school talk." International Journal of Bilingualism 23, no. 3 (February 9, 2017): 740–56. http://dx.doi.org/10.1177/1367006916684920.
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Aims and objectives: This paper describes the implicit ideologies that undergird a language revival context and addresses the semiotic processes through which ideological dominance is challenged. It demonstrates the role of everyday family interactions in the re-acquisition of a “native” language of one’s ethnic identity. Design/methodology/approach: The paper addresses the role of language ideology and family language practices in language revitalization. It is a mixed-methods study interpreting micro-level interactional data within the macro-level context documented by previously collected survey data. Data and analysis: The paper draws upon 15 hours of audio-recorded interactional data from one urban family of ethnic Kazakhs in which the children, who were brought up speaking Russian, are enrolled in a Kazakh-medium pre-school. This in-depth, micro-level interactional study is informed by a large-scale survey indicating that urban, Russian-speaking Kazakhs are undergoing dramatic changes in their language views, use, and proficiency. Findings: The interactional analysis revealed changes in the conceptualization of Kazakh—from the vernacular associated with low prestige and backwardness to the high prestige language of school. Examinations of codeswitching in adult–child interactions showed that re-imagining of Kazakh is accomplished through four mutually reinforcing metalanguaging practices—limiting Kazakh to pedagogic formats, constructing Kazakh as school talk, confining Kazakh to “prior text,” and the co-occurrence of a shift to Kazakh with a shift to a meta-communicative frame. Originality: These findings expand our understanding of the discursive processes through which the ideology of revival is created and sustained in day-to-day interactions in the family. The study expands the scholarship on family language policy through its contribution with data from Kazakhstan and its focus on current issues related to post-Soviet experiences. Significance: The study adds to current research in family language policy by providing empirical evidence for conceptualizing the family as a dynamic system in which language policies and identity choices are shaped by parental ideologies and by the broader social and cultural context of family life.
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Günthner, Susanne. "WIR im interaktionalen Gebrauch: Zur Verwendung des Pronomens der 1. Person Plural in der institutionellen Kommunikation – am Beispiel onkologischer Aufklärungsgespräche." Zeitschrift für germanistische Linguistik 49, no. 2 (August 1, 2021): 292–334. http://dx.doi.org/10.1515/zgl-2021-2034.
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Abstract This empirically oriented article focuses on uses of the pronoun “wir” (‘we’) in medical interaction – more precisely, in oncological consultations. After a brief presentation of major research on the 1st person plural pronoun in German, I will – based on methods of Interactional Linguistics – analyze interactional uses of this deictic pronoun in institutional doctor-patient conversations. This article aims at contributing to research of how grammar is used in response to local interactional needs within social interaction (Auer/Pfänder 2011). As the data show, participants in these institutional settings make use of various types of “wir” – beyond the prototypical forms of usage (a) “self and person addressed”; (b) “self and person or persons spoken of” and (c) “self, person or persons addressed, and person or persons spoken of” (Boas 1911: 39). These “alternative”, non-prototypical uses of “wir”, which partly override the “residual semanticity” (Silverstein 1976: 47), are found to be related to the way in which they are embedded within the particular “social field” (Hanks 2005: 18). Thus, the indexical anchoring of “wir” proves to be rather flexible and responsive to interactional contingencies.
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Hamdan, Ayman Hamad Elneil, and Elsadig Ali Elsadig Elandeef. "Teacher Talk and Learner Involvement in EFL Classroom: The Case of Saudi Setting." International Journal of Linguistics, Literature and Translation 4, no. 3 (March 30, 2021): 201–8. http://dx.doi.org/10.32996/ijllt.2021.4.3.23.
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This study investigates the maximum output of minimizing teacher talk and activating classroom interactivity in teaching English as a foreign language in light of 21st-century skills. It focuses on the self-evaluation of teacher talk (SETT model) and classroom interactional competence (CIC) that guides the teachers to use interaction as a tool to give their learners enough learning opportunities. Teacher talking time is analyzed from a dualistic perspective, quantity and quality. The classroom interaction's analysis is based on the micro contexts and the pedagogic aspects. This research is conducted with a qualitative approach and content analysis method. The data source is the recording of ten English classes at the college of sciences and arts in Dhahran Aljanoub, King Khalid University (KKU). The study's findings have revealed that instructors dominate talking in English class and pose questions to students to minimise teacher talking time, and the most interactional features are based on displaying questions and teachers' domination of English classroom discourse.
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ZIMA, ELISABETH, and GEERT BRÔNE. "Cognitive Linguistics and interactional discourse: time to enter into dialogue." Language and Cognition 7, no. 4 (November 2, 2015): 485–98. http://dx.doi.org/10.1017/langcog.2015.19.
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abstractUsage-based theories hold that the sole resource for language users’ linguistic systems is language use (Barlow & Kemmer, 2000; Langacker, 1988; Tomasello, 1999, 2003). Researchers working in the usage-based paradigm, which is often equated with cognitive-functional linguistics (e.g., Ibbotson, 2013, Tomasello, 2003), seem to widely agree that the primary setting for language use is interaction, with spontaneous face-to-face interaction playing a primordial role (e.g., Bybee, 2010; Clark, 1996; Geeraerts & Cuyckens, 2007; Langacker, 2008; Oakley & Hougaard, 2008; Zlatev, 2014). It should, then, follow that usage-based models of language are not only compatible with evidence from communication research but also that they are intrinsically grounded in authentic, multi-party language use in all its diversity and complexities. This should be a logical consequence, as a usage-based understanding of language processing and human sense-making cannot be separated from the study of interaction. However, the overwhelming majority of the literature in Cognitive Linguistics (CL) does not deal with the analysis of dialogic data or with issues of interactional conceptualization. It is our firm belief that this is at odds with the interactional foundation of the usage-based hypothesis. Furthermore, we are convinced that an ‘interactional turn’ is not only essential to the credibility and further development of Cognitive Linguistics as a theory of language and cognition as such. Rather, CL-inspired perspectives on interactional language use may provide insights that other, non-cognitive approaches to discourse and interaction are bound to overlook. To that aim, this special issue brings together four contributions that involve the analysis of interactional discourse phenomena by drawing on tools and methods from the broad field of Cognitive Linguistics.
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Suhartini and Amanto Sulaya. "THE ROLE OF ORGANIZATIONAL COMMITMENT IN MODERATING THE INFLUENCE OF PROCEDURAL JUSTICE, DISTRIBUTIVE JUSTICE, INTERACTIONAL JUSTICE ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR." IJAB : Indonesian Journal of Accounting and Business 1, no. 1 (November 11, 2019): 29–42. http://dx.doi.org/10.33019/accounting.v1i1.3.
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This research aims to determine the influence of procedural justice, distributive justice and interactional justice on Organizational Citizenship Behavior (OCB) with organizational commitment as an intervening variable. Respondents in this research were 98 employees of Bank MandiriDiponegoro Yogyakarta with a work period of more than one year. The data collection method uses a questionnaire, which is measured using a Likert scale. The analytical method uses regression analysis and path analysis. The result of this research indicate that firstly, procedural justice, distributive justice, and interactional justice have a significant influence on organizational commitment, simultaneously. Secondly, procedural justice and distributive justice have a significant influence on OCB, partially. Thirdly, interactional justice does not have a significant influence on OCB partially. Fourthly, procedural justice, distributive justice, and interactional justice have a significant influence on OCB, partially and simultaneously. Fifthly, organizational commitment has a significant influence on OCB. Sixthly, the direct influence (the influence of procedural justice, distributive justice and interactional justice on OCB) is greater than the indirect influence (the influence of procedural justice, distributive justice, and interactional justice on OCB through organizational commitment). The result of this research can be used as a reference for Bank Mandiri in creating and improving OCB. This can be realized by providing fair procedures, improving the benefits system, and increasing interaction between employees for the better.
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Park, Joseph Sung-Yul. "Cognitive and interactional motivations for the intonation unit." Studies in Language 26, no. 3 (November 1, 2002): 637–80. http://dx.doi.org/10.1075/sl.26.3.07par.
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While the intonation unit (IU) has been characterized as a cognitive unit in earlier research, recent studies have revealed its interactional aspects as well. Using data from spoken Korean, this study presents evidence which shows that the IU is motivated both cognitively and interactionally, and proposes an interpretation of the IU that incorporates both of these bases, arguing that the IU serves as an interactional resource that speakers and listeners may rely on in organizing their talk, while it is the cognitive nature of the IU itself that allows the IU to serve as such a resource.
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Halmari, Helena. "INTERACTION AND GRAMMAR.Elinor Ochs, Emanuel A. Schegloff, & Sandra A. Thompson (Eds.). New York: Cambridge University Press, 1996. Pp. xii + 468. $74.95 cloth, $29.95 paper." Studies in Second Language Acquisition 21, no. 1 (March 1999): 149–50. http://dx.doi.org/10.1017/s0272263199211059.
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Interaction and grammar is a valuable addition to the Cambridge “Studies in Interactional Sociolinguistics” series. The book is a collection of papers that all, in one way or another, and within the frameworks of linguistic anthropology, functional grammar, or conversation analysis, investigate the interface, or rather the essential interrelatedness, of language and real-time social interaction. The value of the book for the L2 researcher or practitioner is perhaps not direct; however, because much of L2 research focuses on interaction and draws its data from naturally occurring discourse, the indirect contribution is notable. In particular, the chapter by Fox, Hayashi, and Jasperson beautifully underscores those typological differences between English and Japanese that lead to different interactional strategies—an issue of direct relevance to L2 studies.
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Baker, W. Douglas, and Judith L. Green. "Limits to Certainty in Interpreting Video Data: Interactional Ethnography and Disciplinary Knowledge." Pedagogies: An International Journal 2, no. 3 (July 26, 2007): 191–204. http://dx.doi.org/10.1080/15544800701366613.
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Kádár, Dániel Z., and Andrea Szalai. "The socialisation of interactional rituals." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 30, no. 1 (November 22, 2019): 15–39. http://dx.doi.org/10.1075/prag.19017.kad.
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Abstract The present paper examines the ways in which ritual cursing operates as a form of teasing in (Gabor) Roma communities. By ‘ritual cursing’ we mean forms of curse that are believed to cause harm to the cursed person or people related to them, i.e. cursing studied here differs from swearing and ‘cussing’, as it embodies supernatural beliefs to a degree. While cursing is an archetype of ritual, to date little pragmatic research has been done on this phenomenon, supposedly due to the scarcity of interactional data collected in cultures where cursing is actively practised; thus, the present paper fills a knowledge gap in the field. We examine cursing in interactions where it is used as teasing in order to socialise young children. Since ritual is a means through which social structures are re-created (Durkheim 1912 [1954/2001]), aiding young language users to acquire rituals is a key aspect of community life. However, little research has been done on the ways in which ritual practices are socialised in communities at the level of interaction, which validates our focus on teasing curses. The phenomenon studied is also relevant to previous sociopragmatic research on teasing: whilst in other (non-ritual) sociocultural settings socialising teasing implies aiding young language users to distinguish between humour and offence, due to the potential harm attributed to ritual cursing its socialisation is centred both on harm and the offence in the conventional sense of the word.
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Thompson, Sandra A. "Understanding ‘clause’ as an emergent ‘unit’ in everyday conversation." Usage-based and Typological Approaches to Linguistic Units 43, no. 2 (November 13, 2019): 254–80. http://dx.doi.org/10.1075/sl.16032.tho.
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Abstract Linguists generally assume ‘clause’ to be a basic unit for the analysis of grammatical structure. Data from natural conversations, however, suggests that ‘clause’ may not be grammaticized to the same extent across languages. Understanding ‘clause’ as a predicate (plus any arguments, inferred or expressed), we can show that participants do indeed organize their talk around ‘clauses’. I argue that English-speaking participants in everyday interaction do indeed orient to clausal units as so defined, by building their turns around predicates, and that these turns do key interactional work. The data further reveal that these units must be understood as emergent structures, recurrent patterns in a given language that emerge from humans pursuing their ordinary interactional business of communicating information, needs, identities, attitudes, and desires.
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Simonen, Mika. "Formulation in clinical interviews." Communication and Medicine 9, no. 2 (May 20, 2013): 133–43. http://dx.doi.org/10.1558/cam.v9i2.133.
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Formulation, according to Garfinkel and Sacks (1986 [1969]), refers to speakers’ ways of talking about the current interaction. This article explores how formulations are used in clinical assessment interviews as a way of providing evidence of the respondent’s capacities that are currently assessed. The videotaped data are drawn from the clinical interviews of unemployed adults and older persons. The data are analyzed using conversation analysis (CA). The article shows how formulation is achieved through vocalized and/or embodied actions (e.g. nodding, index finger pointing), in conjunction with the speaker’s gaze directed to the recipient. It argues that these formulations enable access to the shared epistemic domain of the current interaction. This domain is an interactional achievement and, as a resource, it allows the participants to designate viewpoints regarding the respondent’s social competence. In sum, the paper demonstrates how participants can show an explicit orientation to the interactional substrate of interview.
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Rothe, Ingmar. "„It’s ComforTable“: Ansätze zur Erforschung von Interaktionen an Tabletop- Displays im Ausstellungsraum." Studia Linguistica 35 (March 29, 2017): 137–54. http://dx.doi.org/10.19195/0137-1169.35.8.
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The persuasive dimension of design can be revealedby a detailed view on objects in spaceThis paper discusses the concepts of interactional architecture and interactional space as a base for analyzing interaction on multi-touch tabletops. It aims at showing how to develop questions for a future analysis of interactive actions through the analysis of the architecture of space. Therefore, the present paper contains a report of a data-session, in which the architecture of the tabletop was investigated. It will be shown that the tabletop’s design suggests various ways of use. Only the combination of an analysis of architecture and of interaction in a real environment may eventually lead to a better understanding of multi-user interaction. Such an in-the-wild study can result in ideas on the user-centered design of interfaces.
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Ngatmini, Ngatmini. "Teaching and Learning Interactional Patterns in Speaking Subject at Several Higher Educational Institutions." Theory and Practice in Language Studies 9, no. 12 (December 1, 2019): 1480. http://dx.doi.org/10.17507/tpls.0912.03.
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This study seeks to find the models applied in interactional pattern of teaching and learning activities on speaking subject in both religious and non-religious universities. In this qualitative study, a realistic ethnographic approach was used. The researchers played a key role as the research instrument. The data are lecturers and students' speech fragments in learning and teaching speaking skills. The instruments were technically obtained through observation using video recording. The data sources are the lecturers and students’ spoken transcripts. The result of this study proved that teaching and learning interactional patterns on speaking subject at the religious based universities revealed that they are under the lecturers’ control. In religious universities, the lecturers speak more than students (TTT), whereas in non-religious universities students are given more speaking opportunities (STT). Interaction occurs when students construct their experience and knowledge with the received information. Lecturers at both universities were not able to facilitate students developing and expressing their ideas. Both religious and non-religious universities’ learning and teaching interactional patterns at the speaking subjects implemented towards constructivism. Through generative learning strategy, some elements reflect each step of the strategies, although at an early stage. It is necessary to develop varied learning models which engage students’ active participation. In addition, there should be an understanding towards the concept of classroom interactional competence.
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Msosa, Steven Kayambazinthu, and Courage Mlambo. "The Impact of an Apology and Explanation on Interactional Justice in Higher Education Institutions." Journal of Educational and Social Research 10, no. 4 (July 10, 2020): 111. http://dx.doi.org/10.36941/jesr-2020-0070.
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Recently, students have been very vocal against poor services being offered by higher education institutions. These services range from lectures, registration, classroom management, examinations, transport, library services, housing or residence to the cafeteria. There is a perception that higher education institutions are not doing enough to address the challenges students are encountering even when such grievances or concerns are raised. Therefore, this study analysed the impact of an apology and explanation on interactional justice with respect to both academic and non-academic services. In addition, students' perceptions of an apology, explanation and interactional justice were evaluated. Respondents were selected from a purposive sample of 430 full-time students drawn across three public higher education institutions and data were collected using a self-administered quantitative questionnaire. Data were analysed using the SPSS and Smart PLS3. The findings of this study showed that both an explanation and an apology have a positive and significant impact on interactional justice in higher education institutions. The results also showed that students were largely satisfied with the explanation given than their perception of an apology and interactional justice. This study underpins the need for institutional managers to foster interaction between the institution and aggrieved students. Higher education institutions should offer an apology and explanation if necessary to pacify any animosity that may arise as a result of a poorly delivered service.
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Cohen, Ben-Zion, and Orly Shlomy. "The Family Therapy Chronogram: An Aid to Supervision." Social Casework 67, no. 3 (March 1986): 174–79. http://dx.doi.org/10.1177/104438948606700307.
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Complex family therapy sessions have given rise to a need for structured and innovative supervisory techniques. One, the family therapy interaction chronogram, provides a framework for workers to organize and analyze the interactional data of therapy sessions under the direction of a supervisor.
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Dubois, Sylvie, and Barbara Horvath. "Interviewer's linguistic production and its effect on speaker's descriptive style." Language Variation and Change 4, no. 2 (July 1992): 125–35. http://dx.doi.org/10.1017/s0954394500000715.
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ABSTRACTA re-examination of primary school descriptions by Anglo, Greek, and Italian speakers in the Sydney sociolinguistic survey focuses on the interactional patterns that characterize the elicitation of a particular text type. Two aspects of the interaction are analyzed—the type or mixture of types of questions asked by the fieldworker within the same or different turns at talk, and the response behavior of the speaker—in order to determine what part of the variability in the text data is the result of the interaction process itself rather than of the characteristics and intentions of the respondents. We hypothesize that a constant feature of every interaction is the negotiation of tension between interviewer and speaker. The results confirm that varying the details of the interviewer's questioning strategy, even when the referential content of the questions seem uniform, can have strong and predictable effects on the nature of the speaker's response. We also demonstrate links among stylistic variation, interactional patterning, and ethnicity differentiation. Where differences in behavior in the same setting have often been attributed to learned patterns of different ethnic or social groups, much of this may instead be due to different degrees of interactional tension. We show that less negotiation of interactional tension is required when the interviewer and the speaker share a set of sociolinguistic assumptions through common ethnic identity, and more negotiation is required when this is not the case.
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Vasilyeva, Alena L. "The facilitator’s communicative actions to construct meetings in a semi-informal educational context." Language and Dialogue 8, no. 3 (November 2, 2018): 414–38. http://dx.doi.org/10.1075/ld.00024.vas.
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Abstract The study examines how interactivity is constructed in the course of multi-person interaction in a semi-informal educational context. The audio-recordings of seven meetings of a female discussion club in Belarus and their transcripts serve as interactional data. The club was organized with a goal of providing a platform for females to engage in intellectual discussions in an informal setting. The study takes the communication design approach and uses discourse analysis. The analysis of the audio recordings and the transcripts is guided by the following question: how the participants’ use of linguistic and interactional resources contributes to the construction of a meeting. The particular attention is paid to the facilitator’s communicative actions to shape interaction and their local context.
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Ren, Yuxin. "Committee chair as a jointly constructed identity at Chinese PhD dissertation defences." East Asian Pragmatics 5, no. 1 (March 31, 2020): 67–97. http://dx.doi.org/10.1558/eap.40107.
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This study aims to investigate how the identity of committee chair is constructed in academic interaction based on data from seven Chinese PhD dissertation defences. The analysis of the data shows that, while the identity of committee chair is mainly constructed by the chairs themselves, it is also constituted by the organisers of the events, PhD candidates, and other committee members in the dissertation defence interaction. Thus, the construction of the committee chair identity is the result of the joint work done by various parties at different moments of the academic event, and the chair identity is an interactional achievement. The complexity of the identity construction reflects the participants’ fulfilment of their own rights and obligations in the academic community of practice and the achievement of specific communicative goals in a given context. It is hoped that this study can shed some light on the understanding of identity construction at PhD dissertation defences in the Chinese context and the investigation into identity construction from an interactional perspective.
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Sahib, Harlinah. "Prohibited Expression in Wedding Advice: Entextualization of Pasang ri Kajang." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 1 (March 28, 2019): 124–32. http://dx.doi.org/10.34050/els-jish.v2i1.6237.
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This research is entitled Prohibited expression in wedding Advice: Entextualization of Pasang ri Kajang.The objectives of this research is: 1). To disclose denotational text uttered in wedding advice of ethnic Kajang. 2).To reveal interactional text in wedding advice of ethnic Kajang.3). In addition to denotational and interactional text, this research used semiotic mediational approach to relate between denotational and interactional text of wedding advice Qualitative method was used in obtaining the data whereas the researcher herself had a role as a key instrument which has the to master the field being researched and the preparation to come to the object of the research. The data of wedding advice were obtained through, observation, interview, and note taking. Whereas the result of the research shows that denotational text is related to the structure of utterances or text sentences. Interactional text on the other hand is a text based upon social relation which emphazises on social aspect of language. Apart from denotational and interactional text, semiotic mediational approach was used to relate the two texts denotational text and interactional text ( text-context) which is shown by indexical cues.
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Elshadelin, Gisela, and Josefa J. Mardijono. "TEACHER’S INTERACTIONAL MODIFICATIONS AND THE STUDENTS’ RESPONSES IN INTERMEDIATE ENGLISH CLASSROOM." K@ta Kita 5, no. 1 (July 18, 2017): 60–68. http://dx.doi.org/10.9744/katakita.5.1.60-68.
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This study is about the teacher’s interactional modifications in teaching the intermediate students in an English Course in Surabaya. The three objectives of this study are to find out the types of the teacher’s interactional modifications, the students’ responses toward the teacher’s interactional modifications, and the contribution of the interactional modifications for the students’ learning. The subject of the data is an English teacher and fourteen students. Moreover, the theory applied was a theory of the interactional modifications from William, Inscoe, and Tasker (2014). The findings revealed that the teacher used five types of interactional modifications namely confirmation check, clarification request, comprehension check, repetition, and reformulation. While for the students’ responses, it showed that the students gave correct responses, incorrect responses, and no responses. Furthermore, it also revealed that interactional modifications gave four contributions; making the meaning more comprehensible for the learners, improving the learners’ language, minimizing the misunderstanding between the teacher and the learners, and ensuring that the learners were following. Finally, the writer concluded that the interactional modifications help the learners to learning the language
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Huang, Liang, and Wenfeng Huang. "Interactional Justice and Employee Silence: The Roles of Procedural Justice and Affect." Social Behavior and Personality: an international journal 44, no. 5 (June 4, 2016): 837–52. http://dx.doi.org/10.2224/sbp.2016.44.5.837.
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In order to explore further the contingent influence mechanism of interactional justice on employee silence, we investigated how procedural justice moderates the interactional justice– silence relationship directly and indirectly through affect, drawing on the group engagement model and affect theories. We analyzed data collected from a survey completed by 272 Chinese subordinate–supervisor dyads and found that procedural justice strengthened the interactional justice–silence relationship both directly and indirectly through positive affect, and that positive affect had a stronger moderating effect on the interactional justice–silence relationship than did negative affect. However, negative affect did not mediate the moderating effect of procedural justice on the interactional justice–silence relationship. Theoretical and practical implications of these findings are discussed.