Turn Taking

In this paper, we present BabyCloud, a platform for capturing, storing and analyzing day-long audio recordings and photographs of children's linguistic environments, for the purpose of studying infant's cognitive and linguistic development and interactions with the environment. The proposed platform connects two communities of users: families and academics, with strong innovation potential for each type of users. For families, the platform offers a novel functionality: the ability for parents to follow the development of their child on a daily basis through language and cognitive metrics (growth curves in number of words, verbal complexity, social skills, etc). For academic research, the platform provides a novel means for studying language and cognitive development at an unprecedented scale and level of detail. They will submit algorithms to the secure server which will only output anonymized aggregate statistics. Ultimately, BabyCloud aims at creating an ecosystem of third...

Occasionally in conversation, a participant starts to frown during a silence between utterances, before starting to talk. The purpose of our study was to determine how these frowns contribute both to the upcoming turn and to the larger conversational context. The results suggest that these frowns mark the following utterance as dealing with something problematic in relation to the expectations created in the preceding talk. As pre-beginning elements, these frowns anticipate utterances that involve difficulties associated with negative evaluation, disaffiliation, or epistemic challenge. All three types of problem involve some complication that arises in the expected course of events within the interaction. These frowns seem to foreshadow utterances that somehow deviate from the recipient's routine expectation. As these frowns persist into the utterances they anticipate, they become intertwined with what is being said. Furthermore, the utterance or utterances that follow(s) the turn-opening frown expose(s) the grounds for that problem. Turn-opening frowns are typically produced by the frowning participant gazing downward and away from the recipient. The recipients of these frowns do not typically reciprocate them even though they notice the frown. However, these facial expressions work as an important interactional resource for the interlocutors, hinting beforehand at a problem in the conversation that will be addressed in the upcoming turn of talk.

The study aims at casting light on one of the main problems that English language university students face up when conversing. It attempts thus to explore the master English language students competence in managing turn taking strategies. To achieve this aim we audio recorded five conversations which occurred naturally and spontaneously among a sample of students who were randomly selected. These conversations were using a conversation analysis approach, and were transcribed in order to display how students participate in talk and to retrieve the data about the usage of turn taking strategies and their signals in real life interaction. The results obtained indicate that the students of Master have high competence when managing the talk in English language. Furthermore, the data suggest that there are some problems that appear in forms of overlaps, silences, and the high number of pauses, it shows also that not all of the students were capable of overcoming those problems. On the other hands, the students who were able to handle the problems succeeded in keeping their turns and jumping into conversations at the right time.

Attentive listening systems are designed to let people, especially senior people, keep talking to maintain communication ability and mental health. This paper addresses key components of an attentive listening system which encourages users to talk smoothly. First, we introduce continuous prediction of end-of-utterances and generation of backchannels, rather than generating backchannels after end-point detection of utterances. This improves subjective evaluations of backchannels. Second, we propose an effective statement response mechanism which detects focus words and responds in the form of a question or partial repeat. This can be applied to any statement. Moreover, a flexible turn-taking mechanism is designed which uses backchannels or fillers when the turnswitch is ambiguous. These techniques are integrated into a humanoid robot to conduct attentive listening. We test the feasibility of the system in a pilot experiment and show that it can produce coherent dialogues during conversation.

We address an application of engagement recognition in human-robot dialogue. Engagement is defined as how much a user is interested in the current dialogue, and keeping users engaged is important for spoken dialogue systems. In this study, we apply a real-time engagement recognition model to laboratory guide by autonomous android ERICA which plays the role of the guide. According to an engagement score of a user, ERICA generates adaptive behaviors consisting of feedback utterances and additional explanations. A subject experiment showed that the adaptive behaviors increased both the engagement score and related subjective scores such as interest and empathy.

We demonstrate a job interview dialogue with the autonomous android ERICA which plays the role of an interviewer. Conventional job interview dialogue systems ask only pre-defined questions. The job interview system of ERICA generates follow-up questions based on the interviewee's response on the fly. The followup questions consist of two kinds of approaches: selection-based and keywordbased. The first type question is based on selection from a pre-defined question set, which can be used in many cases. The second type of question is based on a keyword extracted from the interviewee's response, which digs into the interviewee's response dynamically. These follow-up questions contribute to realizing natural and trained dialogue.

We describe an attentive listening system for the autonomous android robot ERICA. The proposed system generates several types of listener responses: backchannels, repeats, elaborating questions, assessments, generic sentimental responses, and generic responses. In this paper, we report a subjective experiment with 20 elderly people. First, we evaluated each system utterance excluding backchannels and generic responses, in an offline manner. It was found that most of the system utterances were linguistically appropriate, and they elicited positive reactions from the subjects. Furthermore, 58.2% of the responses were acknowledged as being appropriate listener responses. We also compared the proposed system with a WOZ system where a human operator was operating the robot. From the subjective evaluation, the proposed system achieved comparable scores in basic skills of attentive listening such as encouragement to talk, focused on the talk, and actively listening. It was also found that ...

Persons with visual impairments (hereafter PVI) detect and discover obstacles and road conditions by touching with a white cane when walking on the streets. In one training session, an Orientation and Mobility specialist (hereafter SPT) guided a PVI by grasping and moving the cane that the PVI was holding. We conducted a multimodal analysis of two instruction sequences, one a "proving and achieving" demonstration (Sacks in Lectures on conversation, Blackwell, 1992) and the other a "learnable" (Zemel and Koschmann, in Discourse Stud 16:163-183, 2014) demonstration. The achieving demonstration proved the assessment of the PVI's performance. In the "learnable" demonstration, the PVI was able to receive and perform the most critical part of the "learnable" of the long contact touch without the aid of talk. Sharing a single cane touch is an efficient way for both the guiding SPT and the guided PVI to jointly experience and understand the environmental features. The SPT did not need to verbally confirm that the guided touch was accountable to the PVI and seemed confident that intersubjectivity with the PVI had been established. A unique form of being with others and achieving intersubjectivity in society was identified. In traditional learning instruction, it has been assumed that the learnable is presented and communicated visually and audibly. However, through guided touch learnable is presented and conveyed effectively in the cases of this paper. It seems that the sense of touch has been considered to be just for the occasion, but this is an example of something that is not just for the occasion but is consequential, that is, usable for further occasions. The data is in Japanese.

This paper describes an acoustic analysis of prosody in a variety of experimental types of dialogue. Subjects cooperatively had to perform a speaking task (i.e. describe simple rows of differently colored figures and signal their structure) and a listening task (i.e. respond to discourse boundaries in the speech produced by the interlocutor and take over as soon as the other had finished). It was found that the demarcation of discourse units by means of various intonation contours and accent shifts is largely dependent on the kind of discourse setting, in that speakers clearly take into account whether a conversational partner is likely to interrupt or not. Moreover, subjects appear not just to exploit local cues to signal the boundaries of larger-scale units. Our study reveals that they also have at their disposal: (1) a specific type of intonation contour (a level tone), occurring well before the actual end, that pre-signals that a unit will soon be rounded off; (2) topline-declination over the course of a topical unit that is different in final position than in non-final position; (3) a gradual shift in prominence in a NP from the adjective to the noun position over the course of a discourse unit.

Echoic responses, which reuse portions of the texts uttered in the preceding turns, abound in dialogues, although semantically they contribute little new information. Earlier, w e c o nducted a corpus-based analysis on echoic responses occurring in real-life dialogues, and examined their informational and dialogue-coordinating functions in connection with their temporal/prosodic features. The present study attempts to complement this observational approach with an experimental approach, where particular prosodic/temporal features of echoic responses can be studied in a more controlled and focused manner. In combination, the two lines of analyses provide an evidence that (1) echoic responses with different timings, intonations, pitches, and speeds signal different degrees in which the speakers have integrated the repeated information into their prior knowledge, and (2) the dialogue-coordinating functions of echoic responses vary with the speaker's integration rates signaled by these prosodic/temporal cues.

One of the most frequent verbal expressions that people use when interacting with each other in French istu vois‘you see’ (Cappeau, 2004). Drawing on interactional linguistics and multimodal analysis, we examine the interactional functioning of this verbal expression when occurring in turn-final position. Previous studies ontu vois‘you see’ in this position document only its use for marking the end of an utterance or for turn-yielding. The following aspects have thus far remained unexplored: The interactional environment in which the construction occurs, how it is connected to the speaker’s embodied conduct, the way in which it contributes to mobilizing a response from the recipient, as well as the nature of this response. Our paper addresses these issues and shows that turn-finaltu vois‘you see’ is systematically produced with a final rising intonation and coupled with the speaker’s gaze directed to the recipient. This multimodal practice is recurrently deployed in turns conveying ...

This paper examined the conversational features used by characters through talk in Ola Rotimi’s The gods Are not to Blame. Several studies have been carried out on Ola Rotimi’s works but this study was motivated by the scanty scholarly studies on the conversational strategies used in the text. In order to bring out the features of conversation in the text, the text was critically read, and salient conversational features were identified. The features were interpreted according to the messages they expressed in the text. The findings revealed that conversational features such as monologue, turn taking, turn allocation, speech overlap, error and repair mechanism, adjacency pairs, and insertion sequence were used to generate different effects in the text. The study concludes that the conversational features employed by the author create orderliness and regulate participants’ talk in the interaction towards actualising the thematic goals of the text. Thus, the study indicates that conve...

Students' debates were live events in which speakers were exerted prospectively by assigning orderly turntaking and giving the floor to speakers according to pre -establishment. However, there were instances in which speakers have to speak simultaneously because interruptions represent inter -discursive mechanism in internationally organized communication. While it looked unhealthy to interrupt an on -going speech, academic debates have their own features which are regulated by institutional norms, discourse community convention. The paper revealed that Sri Lankan culture presented an interesting scenario in which prolonged eye contacts or repeatedly done head nods could mean a request for the floor. Also, speakers stared more at the audience than at their interlocutors. One possible reason for this strategy is that, by looking away from the addresses, they (other debaters/participants) might feel unease to scramble for the floor. Additionally, the paper indicated that male debaters interrupted more frequently than their female counterparts.

Department of English, Gombe State University, Nigeria E-mail: buluswayar@yahoo.com This paper unveils applicability of functional theory to debates held in a different cultural setting. The material for the paper was derived from Sri Lankan secondary school student debates. It included one hundred and four speeches produced in a competitive setting. The data was taped and transcribed so as to analyze it. One of the major objectives of the paper was to describe the general characteristics of Sri Lankan students’ debates by the means of Functional Theory and to evaluate its applicability in terms of cultural use of language. In this paper, communicative culture was perceived beyond ordinary passing or exchanging of information. Rather, it also encompassed how participants communicated with one another in face to – face setting bearing in mind genre specifics. Although functional theory has been applied to debates across many nations and its results seemed similar, in this paper, mani...

Students’ debates were live events in which speakers were exerted prospectively by assigning orderly turn – taking and giving the floor to speakers according to pre – establishment. However, there were instances in which speakers have to speak simultaneously because interruptions represent inter – discursive mechanism in internationally organized communication. While it looked unhealthy to interrupt an on – going speech, academic debates have their own features which are regulated by institutional norms, discourse community convention. The paper revealed that Sri Lankan culture presented an interesting scenario in which prolonged eye contacts or repeatedly done head nods could mean a request for the floor. Also, speakers stared more at the audience than at their interlocutors. One possible reason for this strategy is that, by looking away from the addresses, they (other debaters/participants) might feel unease to scramble for the floor. Additionally, the paper indicated that male de...

This paper analyzes communicative culture of Sri Lankan secondary school student debates. Communicative culture is perceived beyond ordinary passing or exchange of information. Rather, it encompassed how culture regulated participants' communication and interrupted each other in face-to-face interactions. The paper used the discourse community theory postulated by John Swales. The theory argued that it is only through a community being part of some ongoing discourse that people communicate. Similarly, a discourse community determines what speakers can do and will do since members have shared goals and mechanisms for communicating with members. In order to meet the requirement of the interactive nature of students in the sociocultural context in which debates occurred, linguistic and non linguistic data was obtained by audio tape recorder and observation of speeches during the competitive interaction. Tape recordings offered the researcher dense linguistic information while field notes provided an opportunity to jot down non linguistic materials which could not be part of the audio recording. The researcher transcribed the recoded speeches and analyzed it. The results were obtained using both quantitative and qualitative methods based on their distinctive advantages in interpreting human experiences. Students' debates were live events in which speakers were exerted prospectively by assigning orderly turn-taking and giving the floor to speakers according to pre-establishment. However, there were instances in which speakers have to speak simultaneously because interruptions represent an inter-discursive mechanism in interactionally organized communication. While it looked unhealthy to interrupt an ongoing speech, academic debates have their own features which are regulated by institutional norms and discourse community convention. The paper revealed that Sri Lankan culture presented an interesting scenario in which prolonged eye contacts or repeated head nods could mean a request for the floor. Also, speakers stared more at the audience than at their interlocutors. One possible reason for this strategy is that, by looking away from the addresses, they (other debaters/participants) might feel unease to scramble for the floor. Additionally, the study indicated that male debaters interrupted more frequently than their female counterparts.

This study describes and contrasts the communication behavior of Hong Kong Cantonese bilingual speakers as they interacted in comparable first- and second-language strategic formulation and decision-making meetings. Statistical analyses of 11 groups disclosed similarities in terms of volume, context level, and ideas; and differences in areas of turn-taking frequency, length of spoken time per turn, amount of felt information exchange, and degree of felt influence. A detailed analysis of one group revealed that different communication behavior patterns emerged in the domain of topic management for both Cantonese and English speakers.

Infants are known to engage in conversation-like exchanges from the end of the second month after birth. These 'protoconversations' involve both turn-taking and overlapping vocalization. Previous research has shown that the temporal organization of adult-infant turn-taking sequences is similar to that of adult verbal conversation. It has also been shown that young infants adjust the quality of their vocalization in response to the quality and timing of adult vocalization. We present new evidence of turn-taking interaction in infants aged between 8 and 21 weeks based on the analysis of 176 samples of naturalistic face-to-face interactions from 51 dyads. We found high levels of latched turns as well as frequent initiation of turn-taking by infants at these ages. Our data do not support the hypothesis that turn-taking ability increases with age between 2 and 5 months but do suggest that infants are active participants in turn-taking from the earliest age and that mothers adjust turn-taking formats to infants.

The aim of this article is to analyse Spanish conversational structure, more concretely, to investigate in depth the role of the third move, or follow-up, outside classroom discourse. Since first introduced by Sinclair and Coulthard (1975), the follow-up move has attracted a great deal of attention, as proved by numerous studies. However, these studies have mostly focused on English while Spanish has been neglected. The present study intends to fill in this gap by analysing a corpus of 50 conversational exchanges in Peninsular Spanish. The analysis is qualitative and based on Tsui’s (1994) conversational framework, which has proved methodologically useful. As results will show, the presence or absence of the third move in Spanish conversations seems to rely heavily on a gender-based distinction.

Interactional research into storytelling has focused on the telling, the sequential organization of the narration in the turn-at-talk, while research on lists looks at their structure in interaction. The present study contributes to the scarce work on tellingendings and on generalized list completers by focusing on the grammaticalized Catalan final particle i au. Drawing from a vast corpus of oral narrations in Catalan (3480 minutes), I show how speakers use i au in narrations to end a series of actions and progress to the rest of the story. In lists, speakers employ i au to put an end to an enumeration of similarly related items, to indicate that no more may be added. Both ending functions are achieved due to a pragmatic resignification of the core meanings of the components of i au. The linking conjunction i facilitates a sequential connection to the last element of the series, and the functional use of au as an interjection contributes in conveying an ending. Consequently, i au appears in structurally similar contexts such as tellings and lists.

Eye gaze plays an important role in communication but understanding of its actual function or functions and the methods used to elucidate this have varied considerably. This systematized review was undertaken to summarize both the proposed functions of eye gaze in conversations of healthy adults and the methodological approaches employed. The eligibility criteria were restricted to a healthy adult population and excluded studies that manipulated eye gaze behavior. A total of 29 articles-quantitative, qualitative and mixed methods were returned, with a wide range of methodological designs. The main areas of variability related to number of conversants, their familiarity and status, conversation topic, data collection tools-video and eye tracking-and definitions of eye gaze. The findings confirm that eye gaze facilitates turn yielding, plays a role in speech monitoring, prevents and repairs conversation breakdowns and facilitates intentional and unintentional speech interruptions. These findings were remarkably consistent given the variability in methods across the 29 articles. However, in relation to turn initiation, the results were less consistent, requiring further investigation. This review provides a starting point for future studies to make informed decisions about study methods for examining eye gaze and selecting variables of interest.

This paper explores the essential role of needs analysis in curriculum and material development, especially in English language education. Needs analysis involves gathering information about learners’ current abilities, goals, and gaps in knowledge to design an effective, learner-centered curriculum. Drawing from the works of scholars such as Rochmahwati, Nation, and Macalister, the study discusses various dimensions of needs including necessities, lacks, and wants. It also outlines tools and methods used in needs analysis, such as surveys, interviews, tests, and observations. The findings emphasize that a thorough needs analysis not only helps in defining curriculum goals but also supports the development of relevant teaching materials and assessment methods. By aligning the curriculum with learners’ real-world needs, educators can enhance learning outcomes and ensure meaningful instruction.

This paper takes a corpus pragmatic approach to the analysis of Irish English by focusing on the organisation of turn-taking in two connected, though distinct, varieties of world Englishes, Irish English and British English. The aim of the research is two-pronged: on the one hand, we explore how naturally occurring conversation is organised in the two varieties for comparative purposes, seeking to understand in a more nuanced way how confluence in turn-taking is achieved in everyday interactions. In doing so, we contribute to the understanding of the similarities and differences between the varieties more generally, foregrounding the distinctiveness of Irish English in the pantheon of world Englishes. We also aim to contribute to the more pan-varietal enterprise of understanding the intricacies and complexities of everyday interaction, how deceptively basic interactional flow is achieved through the manipulation of small, interpersonally loaded items, turn initial and turn final, with the focus here on turn final items. We use two complementary corpora of naturally occurring spoken interaction, the Limerick Corpus of Irish English (LCIE), and a sample of

ABSTRACTThis study uses the Limerick Corpus of Irish English (LCIE), and a sample of the Cambridge and Nottingham Corpus of Discourse in English (CANCODE) to implement a corpus pragmatic approach to the analysis of Irish English by focusing on the organization of turn‐taking in two connected, though distinct, varieties of world Englishes, Irish English and British English. The aim of the research is two‐pronged: we explore how naturally‐occurring conversation is organised in the two varieties for comparative purposes, seeking to understand how confluence in turn‐taking is achieved in everyday interactions, as well as examining how the interactional flow is achieved through the manipulation of small, interpersonally loaded items, turn initial and turn final, with the focus here on turn final items.

La formación en Estadística se debe proyectar desde los primeros niveles escolares con la intención de que los estudiantes la utilicen para analizar datos en diversos fenómenos. Desde la perspectiva de la inferencia informal, se podría, incluso hacer deducciones sobre estos fenómenos basadas en datos. Este tipo de inferencias y explicaciones no se da por sí solo, sino que emerge de un trabajo guiado con distintos recursos: profesores, libros de texto, tecnologías, etc. El libro de texto es uno de los recursos más usados por los profesores para rol central en la enseñanza y aprendizaje. En este trabajo presentamos resultados preliminares del análisis de dos libros de texto de 8° grado. Utilizamos dos categorías de análisis para este trabajo (i) de inferencia informal (Makar y Rubin, 2009) y (ii) de contexto (Pfannckuch, 2011). Los resultados preliminares muestran que los problemas, en su mayoría tienen características dejando de lado razonamientos e inferencias. Sobre los contextos, en su mayoría son de aprendizaje experiencias, los que buscan solo una rutinización de las prácticas. Libro de texto, inferencia informal, estadística, problemas ABSTRACT that students use it to analyze data on various phenomena. From the perspective of informal therefore, a central role in teaching and learning. only a routinization of practices.

Deborah Tannen’s article "In Real Life, Not All Interruptions Are Rude" challenges conventional perceptions of interruptions in conversation, reframing them as "cooperative overlapping"—a practice where listeners engage simultaneously with speakers to demonstrate active participation. This summary-response essay aligns with Tannen’s argument, asserting that such interruptions foster interactional relationships, enhance dialogue, and signal listener engagement. The author highlights Tannen’s concept of "participatory listenership," where nonverbal cues (e.g., nodding, eye contact) and verbal interjections (e.g., affirmations or questions) deepen conversational reciprocity. Real-world examples, such as the 2020 Biden-Trump debate, illustrate how cooperative overlapping differs from formal debate rules, emphasizing its role in everyday communication. The essay concludes by advocating for the broader adoption of cooperative overlapping as a tool to enrich interpersonal connections and dynamic discourse.

The article introduces ESP (English for specific purposes) and highlights its significant role in teaching English in non-linguistic study fields in which specific areas such as business, law, medicine is the main focus. The writer recommends five strategies (identify learning objectives, apply needs assessment, use authentic materials, do self-study and be honest) that can be applied by English teachers if they want to survive in a new environment. As a result, already practicing ESP teachers or new teachers can use to manage their new ESP classroom and, in this way, assist students to become successful in their course.

A coupled dynamical recognizer is proposed as a model for simulating turn-taking behavior. An agent is modeled as a mobile robot with two wheels. A recurrent neural network is used to produce the motor outputs. By controlling this, agents compete to take turns on a two ...

The purpose of this study is to analyze the management of turn distribution in academic discourse based on three turn taking systems of taking the turn, holding the turn, and yielding the turn by some undergraduate science students of a public university in Nigeria. The participants engaged in a discussion based on a chart presented by Global Peace Index on relative peace around the world from 2015 to 2016. The discussion which was video recorded, lasted 15 minutes. The study was underpinned by Sacks, Schegloff and Jefferson (1974) Turn-taking theory. Conversation analysis, using Drew and Heritage (1992) transcription notations, was used to transcribe the data. The result indicated that 'pleading' was among the strategies used by some participants of this study to take a turn. Also, gaze was used by some participants of this study as a strategy for seeking information not as a sign of nominating the next speaker.

This paper explores issues of intersubjectivity and shared understanding as they arise in dyadic spoken interaction. Using data from Swedish conversations, we approach the topic by focusing on the functions of a reactive construction that occurs in situations when a linguistic expression (x) has been used in a prior utterance, and this expression is found to be only partially acceptable in the situation at hand. It is therefore reacted to by one of the interlocutors, and negotiated in a new turn initiated by x-å-x, i.e., a unit in which two identical copies of x are conjoined by å 'and', and then expanded by a supporting argument. The pragmatic functions of the construction include that of suggesting a sufficient clarification of what should be a reasonable situated meaning and an intersubjective basis for ensuing talk.

This paper explores issues of intersubjectivity and shared understanding as they arise in dyadic spoken interaction. Using data from Swedish conversations, we approach the topic by focusing on the functions of a reactive construction that occurs in situations when a linguistic expression (x) has been used in a prior utterance, and this expression is found to be only partially acceptable in the situation at hand. It is therefore reacted to by one of the interlocutors, and negotiated in a new turn initiated byx-å-x, i.e. a unit in which two identical copies ofxare conjoined byå‘and’, and then expanded by a supporting argument. The pragmatic functions of the construction include that of suggesting a sufficient clarification of what should be a reasonable situated meaning and an intersubjective basis for ensuing talk.

This study examines the phenomenon of chunking in interpreter-mediated TV talk shows, focusing on how interpreters utilize multimodal resources, in addition to speech, to segment discourse and manage turn-taking. TV talk shows are semi-institutional environments characterized by casual conversation, predominantly led by the host and aimed at both the studio audience and television viewers. While the talk serves an informative purpose, its main goal is entertainment, with interpreters playing an essential role in supporting this function. In this context, interpreters rely not only on speech but also on embodied semiotic resources, which help manage the flow of conversation. By emphasizing the role of embodied semiotic resources, the study moves beyond traditional approaches that centre solely on spoken language. Data obtained from a popular Turkish talk show 2 were analysed, revealing how interpreters rely on these resources to facilitate the segmentation of speech into more manageable units. The findings suggest that chunking is not only the responsibility of interpreters but is a collaborative process, with both interpreters and speakers working together to create coherent meaning. The study also highlights the significant role of gaze in coordinating turn-taking and gestures in referencing shared past experiences, reducing the cognitive load on interpreters. This research presents a rarely explored perspective on chunking as an interactional practice, acknowledging the contribution of various semiotic tools in meaning-making.

Practices of other-initiated repair deal with problems of hearing or understanding what another person has said in the fast-moving turn-by-turn flow of conversation. As such, other-initiated repair plays a fundamental role in the maintenance of intersubjectivity in social interaction. This study finds and analyses a special type of other-initiated repair that is used in turn-by-turn conversation in a sign language: Argentine Sign Language (Lengua de Señas Argentina or LSA). We describe a type of response termed a "freeze-look," which occurs when a person has just been asked a direct question: instead of answering the question in the next turn position, the person holds still while looking directly at the questioner. In these cases it is clear that the person is aware of having just been addressed and is not otherwise accounting for their delay in responding (e.g., by displaying a "thinking" face or hesitation, etc.). We find that this behavior functions as a way for an addressee to initiate repair by the person who asked the question. The "freeze-look" results in the questioner "re-doing" their action of asking a question, for example by repeating or rephrasing it. Thus, we argue that the "freeze-look" is a practice for other-initiation of repair. In addition, we argue that it is an "off-record" practice, thus contrasting with known on-record practices such as saying "Huh?" or equivalents. The findings aim to contribute to research on human understanding in everyday turn-by-turn conversation by looking at an understudied sign language, with possible implications for our understanding of visual bodily communication in spoken languages as well.

Practices of other-initiated repair deal with problems of hearing or understanding what another person has said in the fast-moving turn-by-turn flow of conversation. As such, other-initiated repair plays a fundamental role in the maintenance of intersubjectivity in social interaction. This study finds and analyses a special type of other-initiated repair that is used in turn-by-turn conversation in a sign language: Argentine Sign Language (Lengua de Señas Argentina or LSA). We describe a type of response termed a "freeze-look," which occurs when a person has just been asked a direct question: instead of answering the question in the next turn position, the person holds still while looking directly at the questioner. In these cases it is clear that the person is aware of having just been addressed and is not otherwise accounting for their delay in responding (e.g., by displaying a "thinking" face or hesitation, etc.). We find that this behavior functions as a way for an addressee to initiate repair by the person who asked the question. The "freeze-look" results in the questioner "re-doing" their action of asking a question, for example by repeating or rephrasing it. Thus, we argue that the "freeze-look" is a practice for other-initiation of repair. In addition, we argue that it is an "off-record" practice, thus contrasting with known on-record practices such as saying "Huh?" or equivalents. The findings aim to contribute to research on human understanding in everyday turn-by-turn conversation by looking at an understudied sign language, with possible implications for our understanding of visual bodily communication in spoken languages as well.

Purpose: to propose an assessment of communication that includes the conversational analysis of children who have cerebral palsy, with complex communication needs and their interlocutors. Methods: a propositional study type of a speech language and hearing science assessment tool whose methodological flowchart was divided into five phases. Results: the final version of the protocol consisted of fifty-four items divided into three parts: (a) communicative means, acts of speech, topic maintenance and dialogue turn-taking, common to the dyads; (b) acts of child speech, use of resource, thematic maintenance and dialogue turn-taking and (c) speaker speech acts, encouragement of the use of the communication resource, theme maintenance and dialogue turn-taking. All assessment items receive a score by the assessment record according to presented linguistic behavior. Conclusion: this study showed the development and creation of a conversation evaluation protocol for children with cerebral pa...

In every good interaction, there is always a change of roles between the speaker and the listener. Research on turn-taking in student conversations is interesting to do because of the diversity of regional origins and languages used by the students. This results in the emergence of distinctive patterns in the conversations among students. Through the turn-taking patterns, the characters of the speech participants can be known. This study uses a qualitative approach with data in the form of speech utterances delivered by students, which provide information of their character representation. The data collection technique used is the note-taking technique. The results obtained are the characters of social care, sharing, honesty, helping, cooperative, ethical, and working together.

This study investigates co-speech movements as a function of the conversational turn exchange type, the type of speech material at a turn exchange, and the interlocutor’s role as speaker or listener. A novel interactive protocol that mixes conversation and (non-read) nursery rhymes works to elicit many speech turns and co-speech movements within dyadic speech interaction. To evaluate a large amount of data, we use the density of co-speech movement as a quantitative measure. Results indicate that both turn exchange type and participant role are associated with variation in movement density for head and brow co-speech movement. Brow and head movement becomes denser as speakers approach overlapping speech exchanges, indicating that speakers increase their movement density as an interruptive exchange is approached. Similarly, head movement generally increases after such overlapping exchanges. Lastly, listeners display a higher rate of co-speech movement than speakers, both at speech tur...

This study investigates co-speech movements as a function of the conversational turn exchange type, the type of speech material at a turn exchange, and the interlocutor’s role as speaker or listener. A novel interactive protocol that mixes conversation and (non-read) nursery rhymes works to elicit many speech turns and co-speech movements within dyadic speech interaction. To evaluate a large amount of data, we use the density of co-speech movement as a quantitative measure. Results indicate that both turn exchange type and participant role are associated with variation in movement density for head and brow co-speech movement. Brow and head movement becomes denser as speakers approach overlapping speech exchanges, indicating that speakers increase their movement density as an interruptive exchange is approached. Similarly, head movement generally increases after such overlapping exchanges. Lastly, listeners display a higher rate of co-speech movement than speakers, both at speech tur...

The employment of specialised translation for teaching English has attracted significant attention. Modern research has proven that specialised translation is operative in ESP lessons. This paper investigates academic publications based on the study of translation's effects on ESP learners. Inductive Thematic analysis was used to investigate a corpus of 30 research articles. The academic publications under investigation were selected through systematic literature research from different academic platforms such as Google Scholar, Zenodo, Academia, Researchgate, Clarivate, Elsevier and others. The inductive thematic analysis aided in uncovering themes associated with the teaching practices, translation activities and the learner's level, designing courses, administrative and academic instructions, enhancing language accuracy, and the communicative role of translation, enlarging the learners' lexical repertoire and consolidating comprehension skills. Integrating translation activities in ESP classes significantly enhances the four skills and allows translation to become a Fifth skill. The findings of this paper indicate that implementing specialised translation in ESP lessons is a fundamental matter that EFL professionals must consider.

This study examines how singer-songwriter Buffy Sainte-Marie and her pre-lingual infant son, Cody, engage with each other in the sequential turn-taking process of conversation on a 1978 episode of Sesame Street. A multimodal analysis demonstrates that Cody relies on the audible prosodic contours of his mother's questions to provide responses by producing cries and relevant embodied behavior at ''transition relevance places'' . Buffy treats her son's responses to her questions as consequential parts of the interaction, and this in turn supports her son's language socialization. This study contributes to understanding how communication before language can occur through a reliance on prosody and via cries and relevant embodied behavior, and how turn-taking and sequencing can also be scaffolded through prosody and singing, which are ultimately conducive to language socialization.

Virtual human, with realistic behaviors and social skills, evoke in users a range of social behaviors normally only seen in human face-to-face interactions. One of the key challenges in creating such virtual humans is to give them human-like conversational skills, such as turn-taking skill. In this paper, we propose a multimodal end-of-turn prediction model. Instead of recording face-to-face conversation data, we collect the turn-taking data using Parasocial Consensus Sampling (PCS) framework. Then we analyze the relationship between verbal and nonverbal features and turn-taking behaviors based on the consensus data and show how these features influence the time people use to take turns. Finally, we present a probabilistic multimodal end-ofturn prediction model, which enables virtual humans to make real-time turn-taking predictions. The result shows that our model achieves a higher accuracy than previous methods did.

In this article, we note that despite being a multimodal phenomenon, turn-taking has still been investigated mostly as being unimodal. Based on theoretical positions emphasizing that communication is organized jointly by interaction partners, we identify the challenge of assessing human sequential behavior that is (a) spread across different modalities and (b) co-constructed with a partner. By analyzing a corpus of mother-child dyads with Cross Recurrence Quantification Analysis and Frequent Pattern Mining, we offer novel steps toward understanding multimodal turn-taking.

In the conversation, normally the participants do not pay attention or are aware of the turn-taking that each one should consider. Therefore, the objective of this study was to investigate turn-taking patterns which are IRF (Initiation-Response-Feedback) in students' NUDC. The participants of this study were the NUDC teams from classes 2020A and 2021C of the English Study Program of UNIKA St. Paulus, Ruteng. The data were collected using the qualitative method to describe the IRF pattern in students' debates. The procedure for collecting the data was recording the debate, transcribing the spoken text, and analyzing and identifying the IRF pattern used by each debater. The result of the study was the dominant pattern used is IRF with 12 times (44.4%), the second is I with 8 times (29.6%, the third is RF with 6 times (22.2%), while the lowest is IR with only used one time (3.7%). The recommendation for the next researchers is to study the correlation between understanding the debate motion and turn-taking in debate.

We present first results of a study investigating the salience and typicality of prosodic markers in Swedish at turn ends for turnyielding and turn-keeping purposes. We performed an experiment where participants (N=32) were presented with conversational chunks and, after the audio ended, were asked to determine which of two speakers would speak next by clicking a picture on a screen. Audio stimuli were manipulated by (i) raising and (ii) lowering f 0 over the last 500 ms of a turn, (iii) speeding up or (iv) slowing down duration over the last 500 ms, and (v) raising and (vi) lowering the last pitch peak. In our data, out of all manipulations, increasing the speech rate was found to be the most disruptive (p<.005). Higher speech rate led to longer reaction times in turn-keeping, which were shorter in turn-yielding. Other manipulations did not significantly alter reaction times. The results presented here may be complemented with eye movement data, to further elucidate cognitive mechanisms underlying turn-taking behavior.

Penelitian ini bertujuan untuk menganalisis pola alih tutur yaitu cara mengambil alih giliran bicara di dalam podcast debat Deddy Corbuzier dan Raymond Chin yang berjudul miskin bukan privilage. Penelitian ini menggunakan metode deskriptif analisis dengan metode pengumpulan data simak catat. Kemudian data di analisis dan dikelompokkan sesuai dengan jenis-jenisnya. Hasil dari penelitian ini adalah menemukan enam cara mengambil alih giliran bicara yaitu memperoleh, mencuri, merebut, mengganti, menciptakan, dan melanjutkan dengan frekuensi terbanyak merebut giliran bicara.  Pembahasan dari keenam cara mengambil alih giliran bicara tersebut peneliti sajikan dalam bentuk deskripsi yang dilengkapi data yang berasal dari podcast tersebut.

Infants are known to engage in conversation-like exchanges from the end of the second month after birth. These 'protoconversations' involve both turn-taking and overlapping vocalization. Previous research has shown that the temporal organization of adult-infant turn-taking sequences is similar to that of adult verbal conversation. It has also been shown that young infants adjust the quality of their vocalization in response to the quality and timing of adult vocalization. We present new evidence of turn-taking interaction in infants aged between 8 and 21 weeks based on the analysis of 176 samples of naturalistic face-to-face interactions from 51 dyads. We found high levels of latched turns as well as frequent initiation of turn-taking by infants at these ages. Our data do not support the hypothesis that turn-taking ability increases with age between 2 and 5 months but do suggest that infants are active participants in turn-taking from the earliest age and that mothers adjust turn-taking formats to infants.