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Journal articles on the topic 'Interactional talk'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Nielsen, Søren Beck. "Interactional integration of talk and note-taking." Psychology of Language and Communication 25, no. 1 (2021): 145–67. http://dx.doi.org/10.2478/plc-2021-0007.

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Abstract This paper contributes to the current line of research that examines how participants interactionally engage in simultaneous multiple courses of actions. It looks into how institutional interactants jointly integrate two concurrent engagements: talk and note-taking. It builds upon video recordings of naturally occurring monitoring visits in Denmark, where social supervision representatives interview foster parents and facility leaders and simultaneously take notes on their laptop computers. Data suggest that talk and note-taking concur very commonly, that is, representatives take note

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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

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Makdani Kahar, Muh Nuh Fadly, Arman Arman, and Nur Israfyan Sofian. "TRANSACTIONAL AND INTERACTIONAL TALKS IN ESCAPE FROM ALCATRAZ MOVIE." Seshiski: Southeast Journal of Language and Literary Studies 4, no. 2 (2024): 157–68. https://doi.org/10.53922/seshiski.v4i2.66.

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The objective of this research is to find out what is motive or purpose transactional and interactional talk used in Escape from Alcatraz movie based on McCarthy’s theory. This research used qualitative descriptive method where the source of data was obtained from Escape from Alcatraz movie. The data were collected by watching the movie, coding and classifying the data. The researcher discovered that the movie has a transactional and interactional talk which is Frank Morris during his time in Alcatraz Prison; Morris knew guards treated inmates inhumanely. Seeing this condition, he invited two

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Park, Joseph Sung-Yul. "Cognitive and interactional motivations for the intonation unit." Studies in Language 26, no. 3 (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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Ardington, Angela. "Alliance building in girls’ talk." Australian Review of Applied Linguistics 26, no. 1 (2003): 38–54. http://dx.doi.org/10.1075/aral.26.1.04ard.

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This paper focuses on those speech activities which foreground the conversational accomplishment of alliance building in pre-adolescent girls’ talk. The methodology and analysis of alliance building is synthesised from the theoretical frameworks of interactional sociolinguistics and Conversation Analysis. Delicate microanalysis reveals how playfully negotiated behaviours are interwoven into interactions by participants during the course of their talk in a range of interactional tasks. Findings demonstrate that alliance building is accomplished in a diversity of forms that contribute to the ove

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Ogden, Richard. "Turn transition, creak and glottal stop in Finnish talk-in-interaction." Journal of the International Phonetic Association 31, no. 1 (2001): 139–52. http://dx.doi.org/10.1017/s0025100301001116.

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Finnish talk-in-interaction is shown to use creak and glottal stops distinctively. Creak has turn-yielding functions, and glottal stops have turn-holding functions. Rather than either intuition or the use of large corpora with no attention to the interactional function in which the talk is embedded, the methodology used is that of interactional linguistics (e.g. Couper-Kuhlen & Selting 1996 for a prosodic approach), which places emphasis on demonstrating participants' local orientation to linguistic categories within interactional sequences.

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Weiste, Elina, Sanni Tiitinen, Sanna Vehviläinen, Johanna Ruusuvuori, and Jaana Laitinen. "Counsellors’ interactional practices for facilitating group members’ affiliative talk about personal experiences in group counselling." Text & Talk 40, no. 4 (2020): 537–62. http://dx.doi.org/10.1515/text-2020-2068.

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AbstractAffiliative talk about personal experiences, that is, talk that supports the person’s affective stance towards the experience, is important in all types of counselling. Often, however, this is not the only or even the main goal of the counselling. We investigate what interactional practices counsellors use to facilitate group members’ affiliative talk about their personal experiences in a problem focused, health promotion group counselling. The findings are based on a conversation analysis of 23 video-recorded group counselling sessions. We present four interactional practices by couns

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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 (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 con

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Horlacher, Anne-Sylvie, and Simona Pekarek Doehler. "‘Pivotage’ in French talk-in-interaction." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 24, no. 3 (2014): 593–622. http://dx.doi.org/10.1075/prag.24.3.07hor.

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French talk-in-interaction shows a recurrent patterning of utterances that can schematically be presented as [clause-NP-clause], as in ellei va s’effacer l’imagei ellei va s’effacer (‘iti is going to fade away the image,i iti is going to fade away)’, where i signals co-indexicality. In this pattern, the NP represents a pivot element which together with the preceding clause can be heard as forming a right dislocation ([clause-NP]), and together with the subsequent clause can be heard as forming a left dislocation ([NP-clause]). One interactionally consequential feature of the [clause-NP-clause]

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Vine, Bernadette, Janet Holmes, Meredith Marra, Dale Pfeifer, and Brad Jackson. "Exploring Co-leadership Talk Through Interactional Sociolinguistics." Leadership 4, no. 3 (2008): 339–60. http://dx.doi.org/10.1177/1742715008092389.

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Pekarek Doehler, Simona. "Grammaire – Discours – Interaction: vers une approche interactionniste des ressources grammaticales liées à l’organisation discursive." Travaux neuchâtelois de linguistique, no. 41 (September 1, 2005): 1–14. http://dx.doi.org/10.26034/tranel.2005.2701.

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This introductory paper discusses how recent developments in discourse-functional and interactionally oriented work have drastically changed the way we look at information structure, and more generally how we understand the grammatical resources used to organize discourse. It is shown how the axis described in the title of this volume, grammar-discourse-interaction, identifies both a theoretical development regarding the way in which linguistic facts are conceptualized, and an empirical development regarding the types of data on which the former are based. The discussion focuses on the latest

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SELTING, MARGRET. "The construction of units in conversational talk." Language in Society 29, no. 4 (2000): 477–517. http://dx.doi.org/10.1017/s0047404500004012.

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The notion of Turn-Constructional Unit (TCU) in Conversation Analysis has become unclear for many researchers. The underlying problems inherent in the definition of this notion are here identified, and a possible solution is suggested. This amounts to separating more clearly the notions of TCU and Transition Relevance Place (TRP). In this view, the TCU is defined as the smallest interactionally relevant complete linguistic unit, in a given context, that is constructed with syntactic and prosodic resources within their semantic, pragmatic, activity-type-specific, and sequential conversational c

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Rambe, Yuni Ansari. "ANALYSIS OF TEACHER TALK IN ENGLISH CLASSES IN VOCATIONAL HIGH SCHOOL TELADAN MEDAN." AICLL: ANNUAL INTERNATIONAL CONFERENCE ON LANGUAGE AND LITERATURE 1, no. 1 (2018): 118–24. http://dx.doi.org/10.30743/aicll.v1i1.17.

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The objective of this study at describing the types of Teacher Talk, the effectiveness/ineffectiveness of Teacher Talk, and the aspect of Teacher Talk in classroom observation. This study used descriptive qualitative method is employed in this study which tries to describe all phenomena that occurred in the classroom This study involved an English teacher as research subject in his class. The subject of this study has implemented English talk as a means of communication in learning process of his classroom. The subject here is a female teacher who has been teaching English for one years and gr

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Cancino Avila, Marco Octavio. "Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for classroom interactional competence." Studies in Second Language Learning and Teaching 9, no. 4 (2019): 581–606. http://dx.doi.org/10.14746/ssllt.2019.9.4.2.

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The language choices that teachers make in the language classroom have been found to influence the opportunities for learning given to learners (Seedhouse, 2004; Walsh, 2012; Waring, 2009, 2011). The present study expands on research addressing learner-initiated contributions (Garton, 2012; Jacknick, 2011; Waring, Reddington, & Tadic, 2016; Yataganbaba & Yıldırım, 2016) by demonstrating that opportunities for participation and learning can be promoted when teachers allow learners to expand and finish their overlapped turns. Audio recordings of lessons portraying language classroom inte

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Kupferberg, Irit, David W. Green, and Izhak Gilat. "Figurative Positioning in Hotline Stories." Narrative Inquiry 11, no. 2 (2001): 385–410. http://dx.doi.org/10.1075/ni.11.2.07kup.

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Personal stories and tropes are ubiquitous in problem talk (e.g. therapy, counseling and hotline) which focuses on problem presentation, discussion and candidate solutions. Current studies of radio problem talk between troubled callers and psychologists show that certain tropes constitute the gist of callers’ narrative versions of the problems, and facilitate the negotiation of solutions (Kupferberg & Green, 1998). Adapting Bamberg’s (1997a) broad definition of positioning to institutional hotline talk, the present study further explores to what extent troubled callers position themselves

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Roever, Carsten, and Gabriele Kasper. "Speaking in turns and sequences: Interactional competence as a target construct in testing speaking." Language Testing 35, no. 3 (2018): 331–55. http://dx.doi.org/10.1177/0265532218758128.

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In the assessment of speaking, a psycholinguistically based speaking construct has predominated. In this paper, we argue for the integration of the construct of interactional competence (IC) in speaking assessments to broaden the range of defensible inferences from speaking tests. IC emphasizes the co-constructed nature of interaction and enables the rating of L2 users’ ability to deploy interactional tools that lead to shared understandings. Recent work on IC shows that levels of development can be distinguished, for example, in the sequential organization of social actions such as requests a

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Boyd, Elizabeth A. "Wayne A. Beach, Conversations about illness: Family preoccupations with bulimia. Mahwah, NJ: Erlbaum, 1996. Pp. vii, 148. Hb $36.00, pb $16.00." Language in Society 29, no. 3 (2000): 423–25. http://dx.doi.org/10.1017/s0047404500253049.

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Within the fields of health communication and medical sociology, there is growing interest in exploring the social and interactional character of health and illness. This interest results, in large part, from the recognition that the very foundations of a society's notions of health are inextricably rooted in the social. With the present book, we have one of the first interactional studies of a family's experience with a particular illness: bulimia. Beach provides a glimpse into the way that family members both talk about, and talk into being, the health problems of one of its members. Removin

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Greer, Tim. "Recruitment During Table-Cooked Meals: Foregrounding and Backgrounding Offers and Acts of Assistance Within Multi-Party Talk." East Asian Pragmatics 10, no. 2 (2025): 162–85. https://doi.org/10.3138/eap-2025-0002.

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At Japanese yakiniku-style restaurants, customers grill meat at the table and then often offer it to each other. Such offers are a form of recruitment—the outcome of various interactional methods for eliciting or soliciting involvement. Drawing on multimodal conversation analysis, this study focuses on sequences of lingua franca English talk between three Japanese people and their French guest in one such restaurant setting. The analysis explores dual involvements in which food-related offers are interactionally backgrounded in deference to primary talk about other topics. The cooking party ti

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Junior, Simon Resania, Dwi Rukmini, and Issy Yuliasri. "Walsh’s Classroom Modes and Interactional Features of Teacher Talk in Science Class at DCS Semarang." English Education Journal 11, no. 4 (2021): 608–18. http://dx.doi.org/10.15294/eej.v11i4.52184.

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This research aims to find out how the realization of classroom modes and interactional features of teacher talk and identify the interactional features that either support or hindrance student's learning in science class elementary level. The descriptive qualitative method is applied in this study. Twelve lessons from 7 teachers were transcribed and analyzed using the Self Evaluation of Teacher Talk (SETT) framework adapted from Walsh (2006) supported by data interview. The findings show that all four classroom modes can be seen in all of the lessons, but classroom context modes were found in

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Xavier, Carla Cristina Munhoz, and Traci Walker. "Lexical repetitions and repair initiation in mother–child talk." Research on Children and Social Interaction 2, no. 1 (2018): 49–73. http://dx.doi.org/10.1558/rcsi.33065.

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This study examines the linguistic and interactional organization of repair in Brazilian Portuguese playtime conversations between six mothers and their children (mean age 2;6). Following both interactional phonetics and conversation analytic methodological approaches, this investigation focuses on how children and mothers negotiate the action done by the mother's lexical repetition used to initiate repair on the child's previous turn. The results suggest that children's ability to understand mothers' lexical repetitions addressing pronunciation problems comes before their ability to understan

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Liddicoat, Anthony J. "Argumentation as an interactional process in conversation." Australian Review of Applied Linguistics 18, no. 2 (1995): 85–104. http://dx.doi.org/10.1075/aral.18.2.05lid.

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Argument is a structured phenomenon, the structuring of which is evident in conversational activity. This study begins with speech act analyses of argumentation and examines the was in which idealized models of argumentation relate to the linguistic behaviour of participants in argument as talk. While a speech act understanding of arguments reveals some of the basic principles of the ways in which arguments are constructed as talk, sequencing patterns of arguments are interactionally accomplished. Speakers produce turns which are related to their purpose in talking and which include speech act

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TANAKA, HIROKO. "Adverbials for turn projection in Japanese: Toward a demystification of the “telepathic” mode of communication." Language in Society 30, no. 4 (2001): 559–87. http://dx.doi.org/10.1017/s004740450100402x.

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This article employs conversation analysis to investigate the role of adverbials in Japanese talk-in-interaction for the projection of further talk and some implications this has for interactional styles. Through examination of naturally occurring talk, it is first observed that a typical usage of adverbials is in some position preceding the predicate, although they are also appended as post-predicate additions. Second, when adverbials are produced prior to a predicate, evidently they can strongly project a forthcoming predicate within the particular interactional context. Given the importance

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Wanphet, Phalangchok. "Emic approach to research on conversational gap in the foreign language classroom." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 28, no. 1 (2015): 319–40. http://dx.doi.org/10.1075/resla.28.1.15wan.

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An emic perspective, or insiders’ perspective, has been widely employed in social interactionism-inspired qualitative studies. This view claims that any interactional behavior can be examined from within the system. Applied to research in which talk is central, this view requires data to come from the participants who are involved in the talk because they document their social actions to each other within the details of their interaction. Researchers can access the perspective by adopting the same perspective as the participants. As a result, the findings yield high internal and ecological val

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Garcia, Angela Cora. "Presidential campaign talk: Question-answering in ‘Neutral Informational Interviews’." Discourse & Society 29, no. 3 (2017): 256–78. http://dx.doi.org/10.1177/0957926517734662.

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This article is a dual-case analysis of presidential campaign interviews conducted with former President George HW Bush when he was campaigning for the Republican presidential nomination in 1980, and former President William J. Clinton when he was campaigning for the presidency in 1991. Both interviews were conducted at high schools in New Hampshire and are publicly available on the C-SPAN website. The purpose of this analysis is to investigate how the success or failure of political campaigns may be tied to candidates’ interactional competence and pragmatic skills. This will be done through a

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Sierra, Sylvia. "Playing out loud: Videogame references as resources in friend interaction for managing frames, epistemics, and group identity." Language in Society 45, no. 2 (2016): 217–45. http://dx.doi.org/10.1017/s0047404516000026.

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AbstractThis study examines how friends in their mid-twenties appropriate texts from videogames they have played to serve particular functions in their everyday face-to-face conversations. Speakers use references to the videogames Papers, Please and The Oregon Trail to shift the epistemic territories of conversations when they encounter interactional dilemmas. These epistemic shifts simultaneously rekey formerly problematic talk (on topics like rent, money, and injuries) to lighter, humorous talk, reframing these issues as being part of a lived videogame experience. Overlapping game frames are

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MAYNARD, DOUGLAS W., and PAMELA L. HUDAK. "Small talk, high stakes: Interactional disattentiveness in the context of prosocial doctor-patient interaction." Language in Society 37, no. 5 (2008): 661–88. http://dx.doi.org/10.1017/s0047404508080986.

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ABSTRACTThe literature on “small talk” has not described the way in which this talk, even as it “oils the social wheels of work talk” (Holmes 2000), enables disattending to the instrumental tasks in which one or both participants may be engaged. Small talk in simultaneity can disattend to the movements, bodily invasions, and recording activities functional for the instrumental tasks of medicine. Small talk in sequence occurs in sensitive sequential environments. Surgeons may use small talk to focus away from psychosocial or other concerns of patients that may focus off the central complaint or

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Steensig, Jakob, and Søren Sandager Sørensen. "Danish dialogue particles in an interactional perspective." Scandinavian Studies in Language 10, no. 1 (2019): 63–84. http://dx.doi.org/10.7146/sss.v10i1.114671.

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In our paper, we give an overview over what is known about some of the most frequent interjections in Danish talk-in-interaction: ja (‘yes’), nej (‘no’), mm (‘mm’), nå (approximately ‘oh’), and okay (‘okay’). We review the CA/IL literature on these words, and we present our own exemplary analyses of single instances of these words in extracts from our corpus of recorded, naturally occurring Danish interactions. Based on this, we argue that sequential position, epistemics, and affiliation and alignment should be taken into account when describing and categorizing dialogue particles in talk-in-i

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Vranjes, Jelena, Hanneke Bot, Kurt Feyaerts, and Geert Brône. "Affiliation in interpreter-mediated therapeutic talk." Interpreting. International Journal of Research and Practice in Interpreting 21, no. 2 (2019): 220–44. http://dx.doi.org/10.1075/intp.00028.vra.

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Abstract The aim of this article is to explore how affiliation (Stivers 2008) with the patient is displayed and interactionally achieved in the context of an interpreter-mediated therapeutic dialogue. More specifically, we focus on the interplay between affiliative listener responses – especially head nods – and gaze in this setting. Interpreter-mediated therapeutic talk is not only a setting that has received very little systematic scrutiny in the literature, but it is also particularly interesting for the study of listener responses. Drawing on the insights from Conversation Analysis, a natu

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Kawashima, Michie. "Giving instruction on self-care during midwifery consultations in Japan." Journal of Asian Pacific Communication 20, no. 2 (2010): 207–25. http://dx.doi.org/10.1075/japc.20.2.03kaw.

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This study focuses on instructional talk during prenatal visits in Japan. In order to prepare an upcoming delivery, a midwife often engages in instructional talk about the patient’s self-care at home. Yet, giving instruction is an interactionally challenging task, even in the medical setting. For example, a recipient may not accept advice easily, since this may reveal a recipient’s lack of knowledge and incompetence. By using conversation analysis, I find some interactional steps through which a midwife establishes interactional relevance of instruction. These steps include (1) assuring readin

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Pritchard, C. Ruth. "Supportive devices in language and paralanguage in the achievement of affiliation in troubles talk." Australian Review of Applied Linguistics 16, no. 1 (1993): 57–70. http://dx.doi.org/10.1075/aral.16.1.04pri.

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This study uses the methodology of conversational analysis to examine a case of ‘troubles talk’ between a group of female survivors of rape:that is, conversation on the discourse topic of ‘troubles’ or problems, and displaying the close interactional distance of intimacy. Rather than dwelling on the sequential and functional framework of ‘troubles talk’, this paper analyses the conversational process of ‘affiliation’ between the interactants as it occurs within the structure of the conversation, and the linguistic and paralinguistic devices utilised successfully in the achievement of ‘affiliat

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Kurhila, Salla, and Inkeri Lehtimaja. "Dealing with numbers: Nurses informing doctors and patients about test results." Discourse Studies 21, no. 2 (2018): 180–98. http://dx.doi.org/10.1177/1461445618802662.

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Nurses need to adapt to various interactional situations and design their talk for different recipients. One essential communicative task for nurses is to transmit information on test and measurement results both to the patient and to the physician. This article examines how nurses design their talk on numerical values according to the recipient and the activity. The nurse can deliver the information either plainly through numbers or by formulating some type of qualitative description of the value. The data consist of 7.5 hours of video-recorded interaction in a Finnish hospital. Using convers

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White, Sarah, and Maria Stubbe. "“D’yuh like porridge”: Social talk as a relational, interactional, and clinical component of surgical consultations." Qualitative Health Communication 1, no. 1 (2022): 4–25. http://dx.doi.org/10.7146/qhc.v1i1.125968.

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Background: Small talk and social talk are often recommended to doctors as rapport building strategies for consultations. These types of talk occur across different activities in clinical consultations. Aim: To explore how small talk and social talk are used in surgical consultations. Methods: Using conversation analysis, we examined the sequential positioning and action ascription of small talk and social talk in a sample of video-recorded surgeon-patient consultations from New Zealand and Australia. Results: Small talk and social talk sequences almost always do more than build rapport in sur

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Smagulova, Juldyz. "Ideologies of language revival: Kazakh as school talk." International Journal of Bilingualism 23, no. 3 (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 s

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Wright, Melissa. "On clicks in English talk-in-interaction." Journal of the International Phonetic Association 41, no. 2 (2011): 207–29. http://dx.doi.org/10.1017/s0025100311000144.

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This paper analyses clicks in naturally-occurring English conversation. It demonstrates that regardless of any paralinguistic functions clicks may undertake, their occurrence is orderly and systematic, and intimately tied to the interactional structure of talk. Specifically, clicks are shown to function alongside the phonetic parameters of pitch, articulatory segmental features and voice quality (and the sequential and lexical organisation of talk) to demarcate the onset of new and disjunctive sequences. The methodology employed combines (i) the sequential analysis techniques of Conversation A

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Ellis, Yvette. "Identifying a French-specific laughter particle." Journal of French Language Studies 12, no. 3 (2002): 263–77. http://dx.doi.org/10.1017/s0959269502000327.

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Aspirated sounds placed in a stream of talk prior to the onset of laughter are oriented to by interactants as minimal-equivocal laugh particles. These particles are available to carry out various interactional tasks, signalling an opportunity for co-participants to co-ordinate their laughter, to join in an episode of shared laughter for example. They may also contribute to keying actions as non-serious.The analysis of data from my corpus of French talk-in-interaction has revealed several instances of a voiceless palatal fricative following a word-final high front vowed [i]. This sound will be

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Guendouzi, Jackie, Ashley Meaux, and Nicole Müller. "Avoiding interactional conflict in dementia." Journal of Language Aggression and Conflict 4, no. 1 (2016): 8–34. http://dx.doi.org/10.1075/jlac.4.1.01gue.

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Sociolinguistic research in the general population has established the existence of gender differences in the social use of language. In particular, it has been noted that women use more markers of politeness, small talk and structural devices (e.g. minimal responses, tag questions) to help maintain their conversations. Analysis of interactions involving people with dementia (PWD) suggests that these gender based differences were still present in the face of dementia. Furthermore, the use of these forms of language helped the women with dementia to avoid conflict and extend the length of their

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Munawir, Ahmad. "The Influence of Teacher Talk toward Students’ Attitude to Speak English." ELT Worldwide: Journal of English Language Teaching 4, no. 1 (2017): 27. http://dx.doi.org/10.26858/eltww.v4i1.3195.

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This research aimed at identifying the formal and interactional features of teacher talk in the classroom interaction during teaching and learning process. The research employed mixed methods research design. In this case, the researcher applied QUAN-qual model. The subjects consist of two English teachers and the fourth year students of English Education Department of Tarbiyah and Teacher Training Faculty at State Islamic University of Alauddin Makassar. The researcher collected the data using interview, questionnaire, passive participant observation which was analysed by using formal feature

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Eakins, Sophia. "You switch I switch, Jack: On the role of interaction in Cabo Verdean language mixing." Proceedings of the Linguistic Society of America 9, no. 1 (2024): 5699. http://dx.doi.org/10.3765/plsa.v9i1.5699.

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This paper investigates the role turn-taking has in structuring language mixing practices in bilingual conversation. Previous research has observed that bilinguals prefer maintaining each other’s language usage e.g. Auer (1984: 28-29) ‘preference for same language talk.’ The present paper tests this hypothesis by exploring the language mixing patterns in the bilingual Cabo Verdean Creole (Kriolu)-English community in Boston. Two research questions drive the investigation: 1) How are bilinguals influencing each other’s language practices in an interactional context? 2) Are there observable cont

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Kim, Kyoungmi, and Jo Angouri. "‘We don’t need to abide by that!’: Negotiating professional roles in problem-solving talk at work." Discourse & Communication 13, no. 2 (2019): 172–91. http://dx.doi.org/10.1177/1750481318817623.

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In this article, we focus on problem solving talk in the business meeting event. We zoom in on the processes of formulating, negotiating and ratifying an issue as a problem, and we argue that individuals negotiate their stances in relation to their perceived/projected professional roles. The processes of problem-solving are, simultaneously, processes of self/other positioning. We take an Interactional Sociolinguistic perspective and draw on audio-recorded meeting talk collected in a multinational corporate workplace. Our analysis shows that interactants draw on issues of accountability, percei

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THORNBORROW, JOANNA. "The construction of conflicting accounts in public participation TV." Language in Society 29, no. 3 (2000): 357–77. http://dx.doi.org/10.1017/s004740450000302x.

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Some of the recent work in the field of media discourse has been concerned with various levels in the organization and structure of audience participation programs on radio and television; other approaches to the analysis of talk in these settings have focused on the interactional frameworks at play in the talk. The aim of this article is to develop the interactional approach by looking at the production of narratives in a mediated context: specifically, the production of a story from two different, and conflicting, points of view. The stories I analyze occur within two different program genre

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Wingard, Leah, and Karen E. Lovaas. "Analyzing discourses of emotion management on Survivor, using micro- and macro-analytic discourse perspectives." Pragmatics and Society 5, no. 1 (2014): 50–75. http://dx.doi.org/10.1075/ps.5.1.03win.

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In this paper, we study discourses of emotion management on the reality television show Survivor. We analyze segments of the program that feature emotionally charged interactional moments and examine how these interactions are interwoven with contestants’ confessional interviews and framed by the narrator’s introductions of the segments. In a two part analysis, we first analyze the talk produced by the contestants and the host as individual texts, using a discourse analytic perspective that focuses on the details of the talk itself. We then consider the ways the talk constitutes a series of la

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Barth-Weingarten, Dagmar, and Richard Ogden. "“Chunking” spoken language: Introducing weak cesuras." Open Linguistics 7, no. 1 (2021): 531–48. http://dx.doi.org/10.1515/opli-2020-0173.

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Abstract In this introductory paper to the special issue on “Weak cesuras in talk-in-interaction”, we aim to guide the reader into current work on the “chunking” of naturally occurring talk. It is conducted in the methodological frameworks of Conversation Analysis and Interactional Linguistics – two approaches that consider the interactional aspect of humans talking with each other to be a crucial starting point for its analysis. In doing so, we will (1) lay out the background of this special issue (what is problematic about “chunking” talk-in-interaction, the characteristics of the methodolog

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Bressem, Jana, and Claudia Wegener. "Handling talk." Recurrent Gestures 20, no. 2 (2021): 219–53. http://dx.doi.org/10.1075/gest.19041.bre.

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Abstract This paper discusses how a particular type of recurrent gesture, the holding away gesture, highlights and structures spoken utterances in German and Savosavo, a Papuan language spoken in Solomon Islands in the Southwest Pacific. In particular, the paper poses the following questions: What kinds of discursive functions of this gesture are observable in these speech communities? How do they map onto the two speech communities? Are there cross-linguistic similarities and differences detectable? What motivates similarity and variation across speech communities? Utilizing Fraser’s (1999) p

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Achiba, Machiko. "Development of interactional competence." Pragmatics and Society 3, no. 1 (2012): 1–30. http://dx.doi.org/10.1075/ps.3.1.01ach.

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This study explores the development of the interactional competence of an 8-year-old, Japanese learner of English over three cooking sessions with native speakers of English at her home during her period of residence in Australia. The study draws upon Vygotsky’s (1978) zone of proximal development in order to elucidate the L2 child’s process of acquiring interactional competence in this unfamiliar social practice (i.e., cooking-relevant talk). The analysis reveals marked changes in the child’s participation pattern over time, moving from making relevant minimal responses to more initiated, and

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Murdoch, Jamie, Charlotte Salter, Jane Cross, and Fiona Poland. "Misunderstandings, communicative expectations and resources in illness narratives: Insights from beyond interview transcripts." Communication and Medicine 10, no. 2 (2014): 153–63. http://dx.doi.org/10.1558/cam.v10i2.153.

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Interactional misunderstandings in interviews are often glossed over in analysing narratives, so overlooking important clues about how interactants frame the interview discussion. Such misunderstandings will influence ongoing talk, shaping knowledge researchers produce about participants. We discuss whether interpretations of illness narratives may be enhanced if we analyse misunderstandings in conjunction with other contextually-available data not visible within interview transcripts. Using research interviews with people with asthma, we adopted linguistic ethnographic methods to analyse the

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Boyd, Maureen P., and William C. Markarian. "Dialogic Teaching and Dialogic Stance: Moving beyond Interactional Form." Research in the Teaching of English 49, no. 3 (2015): 272–96. http://dx.doi.org/10.58680/rte201526870.

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While there is consensus that dialogic teaching should involve a repertoire of teaching and learning talk patterns and approaches, authorities who enjoin teachers to engage in dialogic teaching generally characterize classroom dialogue in terms of surface features such as open questions. But dialogic teaching is not defined by discourse structure so much as by discourse function. When teachers adopt a dialogic instructional stance, they treat dialogue as a functional construct rather than structural, and classroom oracy can thrive. Our research finds that dialogic talk functions to model and s

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Couper-Kuhlen, Elizabeth. "Interactional prosody: High onsets in reason-for-the-call turns." Language in Society 30, no. 1 (2001): 29–53. http://dx.doi.org/10.1017/s0047404501001026.

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The present study demonstrates how prosody – specifically, onset level – is deployed in situated interaction to cue frames of interpretation for talk. It shows not only that final pitch level in intonational contours is a relevant parameter, but also that, under certain conditions, initial pitch level may provide a situationally specific contextualization cue. In calls to radio phone-in programs, for instance, there is a so-called anchor position where callers can be expected to announce the reason for their calls. Close empirical analysis of data from such a program reveals that it is here th

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Carroll, Heather B. "Identifying stylizations in ethnically salient talk among disc jockeys." Language in Society 42, no. 3 (2013): 259–86. http://dx.doi.org/10.1017/s0047404513000237.

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AbstractBefore accepting claims of the function of linguistic stylization, it is imperative that we are certain of what we are examining. Mikhail Bakhtin's widely cited definition that stylization is an “artistic representation of another's linguistic style” (1986:362) leaves unclear what counts as “artistic,” making identifying stylizations simultaneously intuitively obvious and empirically illusive. Drawing from 270 hours of data from a radio program, the current study uses interactional discourse and acoustic analyses to compare one disc jockey's exaggerations of ethnically salient accents

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Limberg, Holger. "11. University office hours: The interactional construction of academic talk." English and American Studies in German 2009, no. 2010 (2010): 17–20. http://dx.doi.org/10.1515/9783484431225.17.

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Hudak, Pamela L., and Douglas W. Maynard. "An interactional approach to conceptualising small talk in medical interactions." Sociology of Health & Illness 33, no. 4 (2011): 634–53. http://dx.doi.org/10.1111/j.1467-9566.2011.01343.x.

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