Cross-Linguistic Study of the Production of Turn-Taking Cues in American English and Argentine Spanish

2017 ◽  
Author(s):  
Pablo Brusco ◽  
Juan Manuel Pérez ◽  
Agustín Gravano
Keyword(s):  
American English ◽  
Linguistic Study ◽  
Argentine Spanish ◽  
Turn Taking

scholarly journals Non-lexical conversational sounds in American English

2006 ◽  
Vol 14 (1) ◽  
pp. 129-182 ◽  
Author(s):  
Nigel Ward
Keyword(s):  
Systematic Study ◽  
Interpersonal Relations ◽  
American English ◽  
Main Channel ◽  
Expression Of Emotion ◽  
Turn Taking

Sounds like h-nmm, hh-aaaah, hn-hn, unkay, nyeah, ummum, uuh, um-hm-uh-hm, um and uh-huh occur frequently in American English conversation but have thus far escaped systematic study. This article reports a study of both the forms and functions of such tokens in a corpus of American English conversations. These sounds appear not to be lexical, in that they are productively generated rather than finite in number, and in that the sound–meaning mapping is compositional rather than arbitrary. This implies that English bears within it a small specialized sub-language which follows different rules from the language as a whole. The functions supported by this sub-language complement those of main-channel English; they include low-overhead control of turn-taking, negotiation of agreement, signaling of recognition and comprehension, management of interpersonal relations such as control and affiliation, and the expression of emotion, attitude, and affect.

scholarly journals PARTICIPANTS OF MATERIAL PROCESSES IN GRAMMATICAL METAPHORS INVOLVING THE VERBS MAKE AND TAKE

2020 ◽  
Vol 6 (1) ◽  
pp. 55
Author(s):  
Dede Ismail
Keyword(s):  
Significant Role ◽  
Qualitative Method ◽  
American English ◽  
Linguistic Study ◽  
Grammatical Metaphor ◽  
Systemic Functional Linguistic

This article, based on the transitivity system in a systemic functional linguistic study, is focused on the participants of material processes in grammatical metaphors involving the verbs Make and Take. The objective of this study is to analyze how the participants play a significant role in determining the processes of grammatical metaphors in the clauses. The data were taken from the Corpus of Contemporary American English from 2015 to 2017. The qualitative method was employed since the data were in the form of words rather than numbers. The result of this research showed that the participants of material processes are actors and scopes rather than actors and goals as they commonly occur in material processes. Scopes are represented in the clause since the processes of doing are expressed only by the participants. However, in the congruent forms, the participants of material processes are actors and goals since their participants are expressed as �things� rather than expressing the process of doing as they occur in the non-congruent forms termed as grammatical metaphors.Keywords: grammatical metaphor; congruent; non-congruent; material processes; participant; goal; scope.

scholarly journals Turn-Taking and Disagreement: A Comparison of American English and Mandarin Chinese

2021 ◽  
pp. 1-31
Author(s):  
Weihua Zhu ◽  
Diana Boxer
Keyword(s):  
Mandarin Chinese ◽  
American English ◽  
Contextual Factors ◽  
Cross Cultural ◽  
Chinese Speakers ◽  
Strong Disagreement ◽  
Turn Taking ◽  
Intercultural Encounters ◽  
Similarities And Differences

Abstract This study compares turn-taking and disagreement behaviors in spontaneous conversations in American English and Mandarin Chinese. The English and Chinese speakers observed some turn-taking rules and employed weak disagreement, but differed in the deployment of extended concurrent speech and strong disagreement. Analysis of the Chinese speakers’ reactions reveals nothing negative. This was confirmed by the Chinese speakers’ viewpoints that were explicitly stated in follow-up interviews, which signal that they perceived the practice of extended concurrent speech and strong disagreement in the collected conversations as politic. Furthermore, the similarities and differences between the speakers’ turn-taking and disagreement behaviors appear to be constrained by contextual factors. This discloses the interplay of context, practice, and perception. These findings can raise our awareness of potential issues that might occur in intercultural encounters and the importance of understanding cross-cultural pragmatic differences to avoid miscommunication.

scholarly journals Grammar and Hands: Manual Turn-Taking and Its Relationships to Verbal Turn-Taking in the Transfer of Objects

2021 ◽  
Vol 6 ◽  
Author(s):  
Barbara Fox ◽  
Trine Heinemann
Keyword(s):  
Practical Problem ◽  
American English ◽  
Repair Shop ◽  
Turn Taking ◽  
Staff Person ◽  
Physical Manipulation

When customers bring a material item to a shop for repair, they must make the item and its troubles inspectable to the staff at the shop. This typically requires physical manipulation of the object by the customer. For their part, the staff person may then need to take the item into their own hands to further inspect it. A physical transfer of the object from customer to staff person may thus need to be accomplished. A practical problem that can arise in such transfers is this: who has the rights and responsibilities to touch and hold the object at any given time? In our data from a shoe repair shop, this practical problem is one of turn-taking of the participants’ hands, and the participants exhibit a clear normative orientation to “one person touches at a time”, with gaps and overlaps being common but brief. The parallels to verbal turn-taking are explored, as are the different affordances of each semiotic resource. The data are in American English.

Turn Taking In Academic Meetings At Hebron University: A Socio-Linguistic Study

2018 ◽  
pp. 469
Author(s):  
محمود اشريتح ◽  
رغد دويك
Keyword(s):  
Linguistic Study ◽  
Turn Taking

A Pilot Study of Early Storybook Reading With Babies With Hearing Loss

2019 ◽  
Vol 62 (9) ◽  
pp. 3397-3412
Author(s):  
Michelle I. Brown ◽  
David Trembath ◽  
Marleen F. Westerveld ◽  
Gail T. Gillon
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Visual Analysis ◽  
Single Case ◽  
Eye Contact ◽  
Preliminary Evidence ◽  
Storybook Reading ◽  
Book Selection ◽  
Turn Taking ◽  
Parent Child

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

Addressing African American English in Early Literacy Assessment and Instruction

2008 ◽  
Vol 15 (2) ◽  
pp. 54-61 ◽  
Author(s):  
Nicole Patton Terry
Keyword(s):  
African American ◽  
Early Literacy ◽  
American English ◽  
Critical Role ◽  
Literacy Skills ◽  
African American English ◽  
Literacy Assessment ◽  
Learning To Read ◽  
Speech Language Pathologist ◽  
Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

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