Journal articles on the topic 'Conversation strategies'
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Daraškienė, Inga, and Inga Hilbig. "Conversational strategies in children’s talk." Taikomoji kalbotyra, no. 12 (January 15, 2019): 1–38. http://dx.doi.org/10.15388/tk.2019.17231.
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The aim of this article is to investigate linguistic and non-linguistic conversational strategies and their realisations, employed by five year olds in peer interactions. 5 hours and 49 minutes of recorded children’s talk were used for the analysis. The data were processed using Transana software, and qualitative conversation analysis was applied. The analysis reveals that children are more inclined to use conversational strategies that motivate cooperation and solidarity rather than competition or dominance in a conversation. Dialogues mostly involve comments and questions, followed by repetitions of both speaker’s own or the interlocutor’s words. Jokes are also used to maintain or restart conversations and to support or restore friendly relationships. Strategies that break the symmetry of conversation are rarely applied. The conversation is sometimes interrupted when opposing the partner or establishing a leader role. Silence as a conversation strategy also serves to communicate disagreement with partner’s statements. Overall, the research subjects appear to be pragmatically competent interlocutors, adhering to the main principles of adult conversation: able to wait for their turn in conversation, choose and change its topic appropriately, involve the interlocutor in it or regain his/her attention if needed, and solve communicational break-downs and conflicts. However, the results presented are to be confirmed by further studies and through more various child-to-child conversations.
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Yuan, Fengpei, Amir Sadovnik, Ran Zhang, Devin Casenhiser, Eun Jin Paek, and Xiaopeng Zhao. "A simulated experiment to explore robotic dialogue strategies for people with dementia." Journal of Rehabilitation and Assistive Technologies Engineering 9 (January 2022): 205566832211057. http://dx.doi.org/10.1177/20556683221105768.
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Introduction Persons with dementia (PwDs) often show symptoms of repetitive questioning, which brings great burdens on caregivers. Conversational robots hold promise of helping cope with PwDs’ repetitive behavior. This paper develops an adaptive conversation strategy to answer PwDs’ repetitive questions, follow up with new questions to distract PwDs from repetitive behavior, and stimulate their conversation and cognition. Methods We propose a general reinforcement learning model to interact with PwDs with repetitive questioning. Q-learning is exploited to learn adaptive conversation strategy (from the perspectives of rate and difficulty level of follow-up questions) for four simulated PwDs. A demonstration is presented using a humanoid robot. Results The designed Q-learning model performs better than random action selection model. The RL-based conversation strategy is adaptive to PwDs with different cognitive capabilities and engagement levels. In the demonstration, the robot can answer a user’s repetitive questions and further come up with a follow-up question to engage the user in continuous conversations. Conclusions The designed Q-learning model demonstrates noteworthy effectiveness in adaptive action selection. This may provide some insights towards developing conversational social robots to cope with repetitive questioning by PwDs and increase their quality of life.
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Yuan, Fengpei, Amir Sadovnik, Ran Zhang, Devin Casenhiser, Eun Jin Paek, and Xiaopeng Zhao. "A simulated experiment to explore robotic dialogue strategies for people with dementia." Journal of Rehabilitation and Assistive Technologies Engineering 9 (January 2022): 205566832211057. http://dx.doi.org/10.1177/20556683221105768.
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Introduction Persons with dementia (PwDs) often show symptoms of repetitive questioning, which brings great burdens on caregivers. Conversational robots hold promise of helping cope with PwDs’ repetitive behavior. This paper develops an adaptive conversation strategy to answer PwDs’ repetitive questions, follow up with new questions to distract PwDs from repetitive behavior, and stimulate their conversation and cognition. Methods We propose a general reinforcement learning model to interact with PwDs with repetitive questioning. Q-learning is exploited to learn adaptive conversation strategy (from the perspectives of rate and difficulty level of follow-up questions) for four simulated PwDs. A demonstration is presented using a humanoid robot. Results The designed Q-learning model performs better than random action selection model. The RL-based conversation strategy is adaptive to PwDs with different cognitive capabilities and engagement levels. In the demonstration, the robot can answer a user’s repetitive questions and further come up with a follow-up question to engage the user in continuous conversations. Conclusions The designed Q-learning model demonstrates noteworthy effectiveness in adaptive action selection. This may provide some insights towards developing conversational social robots to cope with repetitive questioning by PwDs and increase their quality of life.
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Bambara, Linda M., Jacquelyn Chovanes, Amanda Thomas, and Christine L. Cole. "Effective Peer-Mediated Strategies for Improving the Conversational Skills of Adolescents With Autism." Perspectives of the ASHA Special Interest Groups 1, no. 1 (March 31, 2016): 29–36. http://dx.doi.org/10.1044/persp1.sig1.29.
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Deficits in social-communication skills can leave high school students with autism spectrum disorders (ASD) socially marginalized where conversation is the primary medium for social interaction. Interventions are needed to improve conversational skills and facilitate interactions with peers while students with ASD are still in school, yet few research-based strategies exist for high school settings. In this article, we describe three peer-mediated conversational strategies documented to be effective through our research: strategies to (a) support overall conversational engagement, (b) increase initiations to start conversations, and (c) increase follow-up questions to sustain conversations. The peer-mediated strategies are combined with teaching students with ASD to use visual supports to strengthen intervention effectiveness. We highlight methods for peer training, outcomes of our research, and implications for speech-language pathologists (SLPs).
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Umar, Auzy Andria, and Lisetyo Ariyanti. "TURN TAKING STRATEGIES BY EQWIP HUBS COMMUNITY." Paramasastra 9, no. 1 (March 21, 2022): 44–52. http://dx.doi.org/10.26740/paramasastra.v9n1.p44-52.
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This study discusses the turn taking strategies in conversations. . The purpose of turn taking is to analyze the way the participants and the speakers deliver their argument into conversation using turn taking strategies. This study using qualitative research . The source of the data is the transcription of the participants’ dialogue during their discussion. This study using the turn taking strategies which is used by the participants and to analyze the reasons behind the conversation. the main issues in this research are ; What turn taking strategies are used by the participants in Eqwib Hubs community? And Why do the participants use those turn taking strategies. the results of this study showed the interaction of the use of "turn taking" which is dominated by participants who feel curious about the conversation and also become aware of what strategies are most often used by the participant and the speaker. Keywords : Turn taking , Conversation analysis , discourse analysis.
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Albadri, Mohammed Abed Saleh, and Salah Hadi Shuker. "Entry and Exit Strategies in English and Arabic." لارك 1, no. 32 (November 28, 2018): 21–34. http://dx.doi.org/10.31185/lark.vol1.iss32.1255.
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From a sociolinguistic perspective, greetings and farewells are part of what Goffman (1963) calls the ethnography of encounter. These encounters are not randomly made. They are governed by a set of strategies which enable participants to enter and exit conversations in a socially accepted manner. Such strategies are tackled within the scope of conversation analysis, henceforth CA, which is an approach that studies talk in interaction. It grew out of the ethnomethodological tradition in sociology, embracing both verbal and non-verbal conduct. This approach is initiated during the late 1950s of the last century by the works of Harold Garfinkel and Erving Goffman, then, developed in the late 1960s and early 1970s by the sociologists Harvey Sacks, Emanuel Schegloff and Gail Jefferson. Today CA is an established method used in sociology, anthropology, linguistics, speech-communication and psychology.
This study is going to detect entry and exit strategies in English and Arabic by analyzing two episodes of ‘The Doctors’ show in its American and Arabic versions. The study conveys this topic on two interrelated scales as it employs sociolinguistic and discourse perspectives altogether, discussing how the two approaches cooperate to give a comprehensible view of the nature of entering and exiting conversation. Meanwhile, the data to be analyzed does not convey an ordinary type of conversation but a special kind of conversation, that is called institutional talk. This involves some specialization and re-specification of the interactional relevance. It refers to conversations that take place under focused and specialized conditions like media, courts, educational institutions and health establishments (Gumperz, 2001: 218). For the most of our knowledge, such type of conversation is not expected to show everything about talk in interaction, yet, it shows a big deal of conformity to the premises of conversation analysis, and it appears to have a good amount of flexibility.
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Hudiyono, Yusak, Alfian Rokhmansyah, and Kukuh Elyana. "Class conversation strategies in junior high schools: Study of conversation analysis." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 725–38. http://dx.doi.org/10.18844/cjes.v16i2.5649.
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Class conversation in the learning process has important benefits and can facilitate the learning process, students’ understanding of the material and create a close relationship between teachers and students. This study describes the classroom conversation strategies implemented in junior high schools, namely preliminary, core and final at learning activities. The conversion analysis model by Harvey Sacks and communication ethnography were used in this study. Data were taken from recorded class conversations and then transcribed. The respondents of this research are second-grade students at junior high school in Samarinda. The data collected from observation and recording were analysed using content analysis. This study’s results are, first, classroom conversation strategies classified in the opening section, which includes emotional approach strategies, apperception strategies and strategies to condition the class. Second, in the core part of learning, an inductive collaborative strategy was carried out, a deductive assertive strategy, a directive strategy in a non-explicit and explicit manner and a guiding strategy drawing students’ memories. Third, the strategy at the closing section includes summarising the material strategy, a clarification strategy, a reminder strategy and an assignment strategy through convincing steps and assigning students.
Keywords: Strategy conversation, class, conversation analysis.
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Galinskaitė, Reda. "Agreement strategy in youth conversations: functions and expression." Lietuvių kalba, no. 5 (December 28, 2011): 1–19. http://dx.doi.org/10.15388/lk.2011.22796.
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Applying the method of conversation analysis, the article investigates the functions and expression of the strategy of agreement in friendly conversations of Lithuanian youngsters. The analysis is based on one boys' conversation (duration – 1 hour and 50 minutes), one girls' conversation (2 hours and 2 minutes) and two mixed-type conversations (2 hours). Their total duration is 5 hours and 52 minutes.The analysis has demonstrated that one can perform the following functions in conversations by means of agreement: a) to support, justify the speaker; b) to defend and intercede the speaker or to let one's interlocutor defend him/herself; c) to mock at a person who is not participating in the conversation; d) to support the interlocutor's idea.The strategies of agreement depend on the type of conversation: in the conversations among boys and in mixed conversations it is common to mock at persons who are not participating in the conversation; in the case of conversations among girls the strategy is usually employed when one wants to support the interlocutor's idea.Agreement in Lithuanian youth conversations may be expressed in the following ways: a) by brief utterances showing reaction; b) by repeating the speaker's utterance; c) by finishing the speaker's utterance; d) by an example; e) by a compliment.The expression of the strategies of agreement is also related to the type of conversation: in boys' conversation it is most likely to express agreement by such phrases as ne, tai taip ("yeah, of course so"); ne, tai jo ("yeah, certainly") and the like; in same-sex conversations both boys and girls tend to strengthen the agreement by such words as aišku ("of course"), būtent ("exactly"), iš tikrųjų ("indeed") etc; in girls' dialogues agreement is often expressed by finishing the interlocutor's utterance or providing an example; in very rare cases in girls' conversation agreement is expressed by a compliment.
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Timler, Geralyn. "Let's Talk: Review of Conversation Intervention Approaches for School-Aged Children and Adolescents with Autism Spectrum Disorder." Seminars in Speech and Language 39, no. 02 (March 20, 2018): 158–65. http://dx.doi.org/10.1055/s-0038-1628367.
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AbstractConversation skills are an important intervention focus for verbally fluent school-aged children and adolescents with autism spectrum disorder (ASD). Three sets of approaches for supporting conversation skills are reviewed. Pragmatic language approaches focus on teaching the verbal and nonverbal skills needed to initiate and maintain conversations including strategies for recognizing and repairing communication breakdowns. Social skill approaches focus on similar conversation behaviors, but these behaviors are usually taught for use within specific social tasks such as entering peer groups, maintaining interactions, and resolving conflicts. Peer-focused approaches enlist the support of peers through direct teaching of strategies to engage and maintain conversations with students with ASD (i.e., peer-mediated interventions) or through environmental arrangement strategies to promote interactions between students with and without ASD (i.e., peer networks). Conversation interventions that incorporate strategies from all three sets of approaches are most likely to promote optimal outcomes. These outcomes include opportunities for students with ASD to develop and refine conversation skills with classmates who are more open to interactions with peers of differing abilities.
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Althoff, Tim, Kevin Clark, and Jure Leskovec. "Large-scale Analysis of Counseling Conversations: An Application of Natural Language Processing to Mental Health." Transactions of the Association for Computational Linguistics 4 (December 2016): 463–76. http://dx.doi.org/10.1162/tacl_a_00111.
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Mental illness is one of the most pressing public health issues of our time. While counseling and psychotherapy can be effective treatments, our knowledge about how to conduct successful counseling conversations has been limited due to lack of large-scale data with labeled outcomes of the conversations. In this paper, we present a large-scale, quantitative study on the discourse of text-message-based counseling conversations. We develop a set of novel computational discourse analysis methods to measure how various linguistic aspects of conversations are correlated with conversation outcomes. Applying techniques such as sequence-based conversation models, language model comparisons, message clustering, and psycholinguistics-inspired word frequency analyses, we discover actionable conversation strategies that are associated with better conversation outcomes.
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Bocerean, Christine, and Michel Musiol. "Mutual understanding mechanism in verbal exchanges between carers and multiply-disabled young people." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 19, no. 2 (June 1, 2009): 161–77. http://dx.doi.org/10.1075/prag.19.2.01boc.
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The present article describes a study in which conversation analysis was used to investigate the verbal interactions between carers and profoundly multiply disabled young people. We examine the cognitive processes that come into play in conversations, and describe and analyze the interactional effects of pathologies on the cognitive processes involved in comprehension. We identify the rationality and reasoning processes to which the disabled person is susceptible, that is to say, that person’s cognitive efficiency, and the communication strategies employed by the “normal” interlocutor. The corpus, which was gathered at a specialist institute in France, consists of video recordings of interactions between a multiply disabled young person and one or more carers. In total, thirteen conversations involving six different young people were recorded. Analysis of the characteristics of the conversational exchanges revealed that conversational exchanges are based on two very precise modes of interaction that foster the mutual understanding process. Learning outcomes: These two modes of interaction represent exchange structures that favor the emergence of mutual understanding and that reveal the multiply disabled person’s cognitive efficiency in the conversation. We highlight the role of repetition as a conversation repair and we discuss the relationship between the carer and the disabled person.
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Mahzari, Mohammad. "The Closing Sequences and Ritual Expressions of Informal Mobile Phone Calls Between Saudis: A Conversational Analysis." International Journal of English Linguistics 9, no. 5 (August 26, 2019): 153. http://dx.doi.org/10.5539/ijel.v9n5p153.
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Although much work has been conducted on studying conversational openings of telephone and ritual expressions, conversational closings and ritual expressions have received less attention by researchers due to the complexity and difficulty of identifying the beginning of closings in telephone conversations. The parts of closing and ritual expressions on telephone have been examined in some languages, but Arabic has not been studied in landline telephone or mobile phone. Therefore, this study seeks to identify the sequences and ritual expressions between Saudi friends and relatives to explore the strategies of closing informal mobile phone calls by using a conversation analysis approach. Thirty audio-recorded and transcribed mobile phone conversations served as the data source for this study. The results found that the majority of mobile phone closing conversations include three parts: pre-closing, leave taking, and terminal exchange that are similar to many languages such as English, Japanese, and German. Also, various expressions were used in pre-closing and leave taking sequences, but the expressions of using prayers were used more frequently in the sequences. Finally, closing conversation is affected by various external and internal social factors in the sequences and the use of ritual expressions.
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Chen, Tianying, Kristy Zhang, Robert E. Kraut, and Laura Dabbish. "Scaffolding the Online Peer-support Experience: Novice Supporters' Strategies and Challenges." Proceedings of the ACM on Human-Computer Interaction 5, CSCW2 (October 13, 2021): 1–30. http://dx.doi.org/10.1145/3479510.
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People with mental distress are increasingly turning to one-to-one synchronous communication websites to receive peer support from other members. Though some research has identified benefits and challenges of online peer-support, there is a limited understanding of how to best prepare and scaffold for untrained peer supporters as they attempt to become skillful in an online setting. We recruited 30 (15 pairs) participants to engage in an online support conversation about procrastination problems, gave one member of each pair minimal training in the principles and strategies of motivational interviewing, and used interviews and conversation transcripts to examine challenges novice helpers faced when providing support and learning new conversational skills. We presented the helpers with two conversation goals to achieve with the conversation: building understanding, and promoting readiness for change. The research identified the common strategies the helpers used to achieve these goals and the challenges they faced. We also discuss theoretical and design implications for platform designers to better scaffold this experience.
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Simmons-Mackie, Nina N., and Jack S. Damico. "The Contribution of Discourse Markers to Communicative Competence in Aphasia." American Journal of Speech-Language Pathology 5, no. 1 (February 1996): 37–43. http://dx.doi.org/10.1044/1058-0360.0501.37.
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Discourse markers, expressions used to organize conversational interaction, are widely used by speakers in social conversation. An ethnographic investigation of compensatory strategies employed in natural communication by two aphasic subjects revealed a variety of behaviors fulfilling the requirements of discourse markers. The role of discourse markers as compensatory strategies to promote conversation in aphasia is discussed, with descriptive examples drawn from the ethnographic study.
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Hydén, Lars-Christer, and Christina Samuelsson. "“So they are not alive?”: Dementia, reality disjunctions and conversational strategies." Dementia 18, no. 7-8 (January 19, 2018): 2662–78. http://dx.doi.org/10.1177/1471301217754012.
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In some conversations involving persons with Alzheimer’s disease, the participants may have to deal with the difficulty that they do not share a common ground in terms of not only who is alive or dead, but even more, who could possibly be alive. It is as if the participants face a reality disjunction. There are very few empirical studies of this difficulty in conversations involving persons with Alzheimer’s disease or other kinds of dementia diagnoses. Often studies of confabulation have a focus on the behavior and experience of the healthy participants, but rarely on the interaction and the collaborative contributions made by the person with dementia. In the present article, we discuss various strategies used by all participants in an everyday conversation. The material consists of an hour long everyday conversation between a woman with Alzheimer’s disease and two healthy participants (relatives). This conversation is analyzed by looking at the organization of the interaction with an emphasis on how the participants deal with instances of reality disjunctions. The result from the analysis demonstrates that both the healthy participants as well as the person with dementia together skillfully avoid the face threats posed by reality disjunctive contributions by not pursuing argumentative lines that in the end might jeopardize both the collaborative and the personal relations.
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Amalia, Aji Rizki. "AN ANALYSIS OF CONVERSATION STRUCTURE IN LITTLE BIG SHOT AMERICA." LEAD (Language, Education and Development) 2, no. 1 (March 31, 2022): 37. http://dx.doi.org/10.20884/1.lead.2022.2.1.5475.
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Conversation analysis is used to analyze conversation among people. It can be done from the point of view of conversational structure and also part of conversation. This mini research focuses on the conversational structure and strategy used in conversation. Two main focuses on the research are global structure and Local structure. Global structure is overall organization of conversation, which is opening, body and closing. Local structure consists of the use of turn-taking strategy, the existence of adjacency pairs and how the speakers give feedback. The object of the study is talent talk show Little Big Shot America, in season 1, episode 1. There were many researches about conversation analysis with TV show as the object study. But this study is different because the show involves kids as the guest. It leads to the result that many strategies used in conversation different from the strategy which involves both adults as the speaker and audience. Although there are many strategies used in the show, the host mostly used Turn-claiming strategy to keep the floor and to let the kids “return” to the turn that they are engaged. It happened because kids often move from one turn to another, jumping from one topic to another one.
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Maulana, Nanang, and Susi Susanti. "Analisis Implikatur Percakapan Dalam Novel Si Anak Spesial Karya Tere Liye dan Pemanfaatannya Sebagai Bahan Ajar di Sekolah Menengah Atas." GERAM 10, no. 2 (December 28, 2022): 98–110. http://dx.doi.org/10.25299/geram.2022.vol10(2).10715.
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This study analyzes conversational implicatures in Tere Liye's The Special Child novel and its use as teaching material in high school. This study aims to describe common conversational implicatures and their use as teaching materials in high school. The author's reason for conducting this research is to understand the novel not only by reading it as a whole but also to interpret the implicit messages contained in the novel by understanding the conversational implicature, the context of the conversation, and the form of the conversation. This study uses a qualitative descriptive research method. The techniques used in data collection are reading strategies and note-taking techniques. The data source of this research is the data source obtained only based on the novel The Special Child by Tere Liye, which is analyzed using Nadar's theory. Data analysis uses three stages: data reduction, presentation, and conclusion. The study indicates that conversational implicatures in the novel Si Anak Special by Tere Liye found as many as 25 general conversations. 3.9 about analyzing the content and language of the novel. With the learning objectives, students can analyze the content and language of Tere Liye's The Special Child novel, which contains conversational implicatures
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Lloyd, Michael. "The Politeness of Achilles: Off-Record Conversation Strategies in Homer and the Meaning ofKertomia." Journal of Hellenic Studies 124 (November 2004): 75–89. http://dx.doi.org/10.2307/3246151.
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AbstractThis article examines social interaction in Homer in the light of modern conversation analysis, especially Grice's theory of conversational implicature. Some notoriously problematic utterances are explained in terms of their ‘off-record’ significance. One particular off-record conversation strategy is characterized by Homer askertomia, and this is discussed in detail. The article focusses on social problems at the end of Achilles' meeting with Priam inIliad24, and in particular on the much-discussed word ἐπικερτομέων (24.649).
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Beeke, Suzanne, Anna Volkmer, and Claire Farrington-Douglas. "TeleCPT: Delivery of a Better Conversations Approach to Communication Partner Training During a Global Pandemic and Beyond." Perspectives of the ASHA Special Interest Groups 6, no. 6 (December 17, 2021): 1776–85. http://dx.doi.org/10.1044/2021_persp-21-00160.
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Purpose: This case report provides an overview of telehealth delivery of our Better Conversations approach to communication partner training (CPT) for people with primary progressive aphasia (PPA) and their communication partner (CP). The purpose is to advance the knowledge of speech and language therapists/pathologists (SLTs) on this type of CPT and empower them to deliver teleCPT as part of their clinical practice. Method: We provide a case report describing therapy delivery, outcomes, and self-reflections from our clinical practice, which represents a collaboration between a UK National Health Service CPT clinic and the Better Conversations Research Lab at University College London, UK. A man with PPA and his CP (a dyad) video-recorded everyday conversations at home using a video conferencing platform. These formed the basis of an evaluation of conversation barriers and facilitators, which led to four weekly 1-hr therapy sessions covering the mechanics of conversation, identification of barriers and facilitators, goal setting, and practice of positive conversation strategies. Results: Dyad self-rating of goal attainment revealed that three of four conversation strategies were achieved much more than expected, a positive outcome given the progressive nature of F.F.'s condition. SLT access to the dyad at home via teleCPT facilitated the carryover of strategies from the session to everyday conversations in the home environment. TeleCPT was acceptable to this couple during a global pandemic, with benefits including no travel, ease of therapy scheduling around the CP's work and family commitments, and access to a specialist CPT clinic outside their geographical area. Conclusions: TeleCPT is feasible and acceptable to clients, improving access to therapy in a way that should not just be the preserve of service delivery during a global pandemic. SLTs can enable clients and their families to have better conversations despite communication difficulties by offering teleCPT. We have shared practical suggestions for delivering teleCPT.
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Romero Trillo, Jesús, and Elizabeth Lenn. "Do you "(Mis)Understand" What I Mean? : Pragmatic Strategies to Avoid Cognitive Maladjustment." Journal of English Studies 9 (May 29, 2011): 223. http://dx.doi.org/10.18172/jes.173.
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This article studies misunderstanding as a key factor in identifying the psychological basis of interactional cognitive maladjustment. The study focuses on the linguistic strategies to avoid pragmatic misunderstanding employed in conversations in Spanish and English and between native and non-native speakers of English. In particular, we analyze the use of pragmatic markers as adaptive management to avoid misunderstanding in conversation. Through the classification of pragmatic markers as rhetorical or overt, we study the distribution and use of each type of pragmatic marker and the implementation of pragmatic markers, with the lexical and intonational implications in cross-linguistic conversation for the adaptive Management of misunderstanding.
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Karimipour, Amir. "The Analysis of the Main Conversation Ending Strategies of Persian Phone Conversations." Open Journal of Social Science Research 1, no. 4 (2013): 86. http://dx.doi.org/10.12966/ojssr.07.02.2013.
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de Lange, Karin Anneke, and Gaby Jacobs. "Meaningful Conversations: Reciprocity in Power Dynamics between Humanist Chaplains and Patients in Dutch Hospitals." Religions 13, no. 2 (January 23, 2022): 109. http://dx.doi.org/10.3390/rel13020109.
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There is a reluctance within humanist chaplaincy to critically reflect on power dynamics during conversations. This reluctance stems from the idea that every person is capable of finding meaning in equal contacts and that chaplains do not have aims or direct the conversation. A study was conducted to gain insight into power dynamics in conversations between chaplains and patients, and how these power dynamics influence the co-creation of meaning. Power in a conversation is dynamic because of changing positions of power between conversation partners and depends on their initiative and response in a conversation. Based on feminist relational theories, power is conceptualized as both dominating and transformative, and within transformative power a distinction is made between agential and receptive forms of power. A secondary analysis was performed on qualitative interview data of six humanist chaplains. Dominating strategies taken from the Initiative-Response theory and verbal responses from chaplaincy literature have been used to map the power dynamics between chaplain and client. The results showed that both chaplain and patient use dominating strategies, and that transformative power is necessary to foster the co-creation of meaning. This transformative power can take both agential forms, such as direct leading by questions and focusing, and receptive forms, e.g., listening and affirming. The receptive forms were still the dominant strategies used by chaplains, but the results made clear that agential forms have taken ground within humanist chaplaincy, although some strategies may need to be developed further in training, such as focusing and self-disclosure by the chaplain.
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KimKwangTae, EunMi Song, and joon-sook kim. "Conversation Styles according to Conversation Strategies -Focusing on Appointment Cancelation Scenes-." Journal of japanese Language and Culture ll, no. 23 (December 2012): 49–72. http://dx.doi.org/10.17314/jjlc.2012..23.005.
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Paakki, Henna, Heidi Vepsäläinen, and Antti Salovaara. "Disruptive online communication: How asymmetric trolling-like response strategies steer conversation off the track." Computer Supported Cooperative Work (CSCW) 30, no. 3 (June 2021): 425–61. http://dx.doi.org/10.1007/s10606-021-09397-1.
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AbstractInternet trolling, a form of antisocial online behavior, is a serious problem plaguing social media. Skillful trolls can lure entire communities into degenerative and polarized discussions that continue endlessly. From analysis of data gathered in accordance with established classifications of trolling-like behavior, the paper presents a conversation analysis of trolling-like interaction strategies that disrupt online discussions. The authors argue that troll-like users exploit other users’ desire for common grounding – i.e., joint maintenance of mutual understanding and seeking of conversational closure – by responding asymmetrically. Their responses to others deviate from expectations for typical paired actions in turn-taking. These asymmetries, described through examples of three such behaviors – ignoring, mismatching, and challenging – lead to dissatisfactory interactions, in that they subvert other users’ desire for clarification and explanation of contra-normative social behavior. By avoiding clarifications, troll-like users easily capture unsuspecting users’ attention and manage to prolong futile conversations interminably. Through the analysis, the paper connects trolling-like asymmetric response strategies with concrete data and addresses the implications of this nonconformist behavior for common grounding in social-media venues.
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Gustafsson, Anna W. "Doctors’ and interpreters’ conversational styles in paediatric diabetes encounters: A case study of empowering language use." Communication and Medicine 13, no. 2 (May 4, 2017): 155–67. http://dx.doi.org/10.1558/cam.18296.
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During the last few decades, ideas of empowerment, person centered care (PCC) and shared decision-making (SDM) have informed western health care. An increasing interest in conversational styles aligned with these ideas is visible e.g. in the work to make motivational interviewing (MI) an evidence based communicative practice. But linguistic competence is needed to identify the subtle nuances of the communicative practices in a doctor–patient consultation. It is therefore particularly important to investigate conversation styles in mediated encounters with immigrant patients.
Mitigation strategies (indirect speech, hedging etc.) and confirming strategies (back-channelling, encouragement etc.) are considered to be typical of an ‘empowering’ conversation style. The distribution of these features in encounters with or without interpreters was analysed in a case study of two consultations with the same doctor in a children’s diabetes clinic in Sweden. The results of this study indicate that the mitigation strategies and confirming strategies characteristic of a conversation style aimed at strengthening and encouraging the patient tend to get lost in mediation. The implications of these findings are discussed.
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Chen, Chin-Hui, Yu-Ting Hong, and Yen-Ju Chen. "Age-Telling in Intergenerational First-encounter Talks between College Students and Older Adults in Taiwan: A Gerontological Sociolinguistic Study." International Journal of Linguistics 11, no. 2 (March 25, 2019): 1. http://dx.doi.org/10.5296/ijl.v11i2.14215.
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This study extends gerontological sociolinguistics by investigating how older Taiwanese adults disclosed their age and the relevant conversational sequences around their age-telling behaviours in first-encounter talks with college students. The 13-pair young-old conversational data were coded using Coupland, Coupland, Giles and Henwood’s (1991) six age-telling strategies, and 70 age-telling utterances were identified. Frequency analysis of the age-telling utterances indicated that the older participants mostly constructed their older-age identities by referring to age-related roles and to historical changes they had witnessed. Conversation analysis suggested that both of these age-telling strategies could endow older people with greater power by casting them in roles such as information-givers or proud grandparents, and ascribe positive qualities to their age group. However, the data raised concerns that age-telling conversations could also sometimes be disenfranchising and the younger interlocutors’ minimal responses to such talks were common. Wider implications of the findings for intergenerational communication are discussed in the conclusion.
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Romadlon, Farid Noor. "COMMUNICATION STRATEGIES IN THE CONVERSATIONS BETWEEN INDONESIAN UNIVERSITY STUDENTS AND A NATIVE SPEAKER." Vision: Journal for Language and Foreign Language Learning 5, no. 1 (April 1, 2016): 5. http://dx.doi.org/10.21580/vjv5i1858.
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<div class="WordSection1"><p>Practicing conversations or dialogues in various context or situation is as the essential aspect for students because it smoothen their skill in communication and their English mastery. Whenever people use language to interact, one of the things people are do- ing with it is establishing a relationship between them; between the speaker speaking now and the person who will probably speak next. It means, strategies in communicating put an important role to reach the goal of the interaction or the communication.</p><p>This study is to identify the communication strategies of In- donesian university students, especially students of the English De- partment Education Faculty of Muria Kudus University and native speaker used in communication in natural conversation and to find out the possible factors cause the choice of the strategies in the conversation. </p><p>The method applied in this study is descriptive qualitative. The subjects of this study are fourth semester students of English De- partment of Muria Kudus University and one native speaker. The data were obtained by inviting and asking the students and the na- tive speaker to have a conversation for around one hour. Then, the conversation was recorded by using camera. The recorded data were transferred into the printed one as a script. The data analysis was conducted in several ways, among other transcribing the recorded data, identifying each utterance and displaying the result in the table, classifying the utterances based on the type of strategies, and inter- preting the communication or the conversation.</p></div><p>The results showed that there were 306 turns in the conver- sation between the students and the native speaker. The types of strategies used in the conversations were Circumlocution (C) for 38.98 % (23), followed by Language Switch (LS) for 15.3 % (9) and Topic Avoidance (TA) for 14.6 % (8), Literal Translation (LT) for 6.8 % (4), Mime (M) for 8.5 % (5), Word Coinage (WC) and Mes- sage Abandonment (MA) for 6.8 % (4), Appeal for Assistance (AA) for 5.6 % (3), and Approximation (A) for 3.39 % (2). The last find- ing showed that there were two main factors that cause the choice of the strategies in the conversations. They were proficiency of the speaker and features of the communicative situation. </p><p>In the use of communication strategies, both students of Eng- lish Department Muria Kudus University and the native speaker try to have a relative balance of power relation without the domination of one person to others. Some factors which cause the use of the strategies are lack of meaning, social use aspect, speech, voice, and fluency. </p><p>To improve students’ strategies in communication, they should practice their English more, so their speaking and their strategies will be improved. Besides, lecturers also should apply the contextual teaching in which the environment and culture are inserted into the topic.</p>
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Cruz-Sandoval, Dagoberto, and Jesus Favela. "Incorporating Conversational Strategies in a Social Robot to Interact with People with Dementia." Dementia and Geriatric Cognitive Disorders 47, no. 3 (2019): 140–48. http://dx.doi.org/10.1159/000497801.
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Background: Socially assistive robots (SARs) have the potential to assist nonpharmacological interventions based on verbal communication to support the care of persons with dementia (PwDs). However, establishing verbal communication with a PwD is challenging. Thus, several authors have proposed strategies to converse with PwDs. While these strategies have proved effective at enhancing communication between PwDs and their caregivers, they have not been used or tested in the domain of human-robot interaction. Objectives: This study aimed to assess the effectiveness of incorporating conversational strategies proposed in the literature for caregivers, during PwD-robot interactions. Methods: We conducted a total of 23 group sessions based on music and conversation therapy, where a SAR interacted with 12 PwDs (mean = 80.25 years) diagnosed with mild to moderate-stage dementia. Using a single subject research approach, we designed an AB study to assess the effectiveness of the conversational strategies in the PwD-robot interaction. Our analysis focuses on the direct communication between the PwDs and the robot, and the perceived enjoyment of PwDs. Results: The number of utterances made from a PwD to the robot increased significantly when the conversational strategies were included in the robot. In addition, PwDs engaged in more sustained conversations. Additionally, PwDs enjoyed conversing with the robot Eva, as much as listening to music. These results indicate that the use of these conversational strategies is effective at increasing the interaction between PwD and a SAR. Conclusions: PwDs who participated in the study engaged and enjoyed the interaction with the SAR. The results provide evidence of the importance of incorporating appropriate conversational strategies in SARs that support interventions for the care and social stimulation of PwDs.
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Oliver, Rhonda. "Negative Feedback in Child NS-NNS Conversation." Studies in Second Language Acquisition 17, no. 4 (December 1995): 459–81. http://dx.doi.org/10.1017/s0272263100014418.
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This paper reports on a study that examines the pattern of interaction in child native speaker (NS)–nonnative speaker (NNS) conversation to determine if the NSs provide negative feedback to their NNS conversational partners. It appears that just as children are able to modify their input for their less linguistically proficient conversational partners in first language acquisition (Snow, 1977), so too are children able to modify their interactions for NNS peers in the second language acquisition process and, in doing so, provide negative feedback. Two forms of NS modification were identified in this study as providing reactive and implicit negative feedback to the NNS. These were (a) negotiation strategies, including repetition, clarification requests, and comprehension checks, and (b) recasts. The results indicated that NSs respond differentially to the grammaticality and ambiguity of their NNS peers' conversational contributions. Furthermore, NS responses (negotiate, recast, or ignore) appeared to be triggered by the type and complexity of NNS errors, although it was more likely overall that negative feedback would be used rather than the error ignored. Additionally, evidence suggested that negative feedback was incorporated by the NNSs into their interlanguage systems. This indicates that not only does negative evidence exist for child second language learners in these types of conversations, but that it is also usable and used by them in the language acquisition process.
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Pecanac, Kristen E., and Eric Yanke. "Communication Strategies in a Code Status Conversation." ATS Scholar 1, no. 3 (September 2020): 218–24. http://dx.doi.org/10.34197/ats-scholar.2020-0010ps.
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Saleem, Haneen, and Hakar Ameen. "Turn Taking Strategies in Kurdish Casual Conversation." Journal of The University of Duhok 24, no. 1 (May 31, 2021): 355–64. http://dx.doi.org/10.26682/hjuod.2021.24.1.17.
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Emike, Acheoah John, Beatrice Osaro Oreoluwa, and Aminu Garba Dandiga. "Seller-Buyer Conversation: Investigating the Discourse Strategies." Scholars International Journal of Linguistics and Literature 02, no. 07 (September 30, 2019): 142–51. http://dx.doi.org/10.36348/sijll.2019.v02i07.001.
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Sun, Hao. "Collaborative strategies in Chinese telephone conversation closings." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 15, no. 1 (March 1, 2005): 109–28. http://dx.doi.org/10.1075/prag.15.1.05sun.
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This study is focused on Chinese telephone conversation closings in non-institutional settings. The purpose is to provide a descriptive account of characteristics of Chinese telephone conversation closings. This article reports findings of differences between Chinese and English calls regarding initiation of closing, length and structure of leave-taking, and interactional styles such as repetition and overlaps.
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Rokhmania, Nastiti. "Descriptive Analysis on Flouting and Hedging of Conversational Maxims in the “Post Grad” Movie." Register Journal 5, no. 2 (November 1, 2012): 123–42. http://dx.doi.org/10.18326/rgt.v5i2.123-142.
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This research is focused on analyzing flouting and hedging of conversational maxim of utterances used by the main characters in “Post Grad” movie. Conversational maxims are the rules of cooperative principle categorized into four categories; Maxim of Quality, Maxim of Quantity, Maxim of Relevance, and Maxim of Manner. If these maxims are used in conversations, the conversations can go smoothly. However, people often break the maxims overtly (flouting maxim) and sometimes break the maxims secretly (hedging maxims) when they make a conversation. This research is conducted using descriptive qualitative method based on the theory known as Grice’s Maxims. The data are in form of utterances used by the characters in “Post Grad” movie. The data analysis reveals some finding covering the formulated research question. The maxims are flouted when the speaker breaks some conversational maxims when using the utterances in the form of rhetorical strategies, such as tautology, metaphor, hyperbole, irony, and rhetorical question. On the other hand, conversational maxims are also hedged when the information is not totally accurate or unclearly stated but seems informative, well-founded, and relevant.Keywords: Descriptive analysis ; flouting maxims; hedging maxims; Post Grad movie.
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Rokhmania, Nastiti. "Descriptive Analysis on Flouting and Hedging of Conversational Maxims in the “Post Grad” Movie." Register Journal 5, no. 2 (November 1, 2012): 123. http://dx.doi.org/10.18326/rgt.v5i2.248.
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This research is focused on analyzing flouting and hedging of conversational maxim of utterances used by the main characters in “Post Grad” movie. Conversational maxims are the rules of cooperative principle categorized into four categories; Maxim of Quality, Maxim of Quantity, Maxim of Relevance, and Maxim of Manner. If these maxims are used in conversations, the conversations can go smoothly. However, people often break the maxims overtly (flouting maxim) and sometimes break the maxims secretly (hedging maxims) when they make a conversation. This research is conducted using descriptive qualitative method based on the theory known as Grice’s Maxims. The data are in form of utterances used by the characters in “Post Grad” movie. The data analysis reveals some finding covering the formulated research question. The maxims are flouted when the speaker breaks some conversational maxims when using the utterances in the form of rhetorical strategies, such as tautology, metaphor, hyperbole, irony, and rhetorical question. On the other hand, conversational maxims are also hedged when the information is not totally accurate or unclearly stated but seems informative, well-founded, and relevant.Keywords: Descriptive analysis ; flouting maxims; hedging maxims; Post Grad movie.
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Lantman, Saskia, and Mascha Verhulst. "Taalleren in de Kring. Een Vergelijking Tussen Vrije en Onderwerpgebonden Kringgesprekken in Kleutergroepen." Toegepaste Taalwetenschap in Artikelen 59 (January 1, 1998): 19–29. http://dx.doi.org/10.1075/ttwia.59.03lan.
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Sharing-time' is a common, purely verbal, group activity between teacher and pupils in Dutch kindergarten. The choice of a conversation is usually free. The children and the teacher are in a circle and the main purpose is to improve the social skills of the students. It would be beneficial if this time could also be used to stimulate language skills. The question, however, is whether a conversation with a free-choice topic is capable of stimulating language proficiency effectively. Our paper reports on a comparison between three free-choice conversations and three so-called subject-centered conversations, in which the subject of discussion is predetermined and made tangible by means of a concrete object. These two types of conversation were compared on the feedback strategies, minimal responses, types of questioning, turn giving, and recognizing pupil input. The most important findings show that in the subject-centered conversations the teachers gave more feedback and different types of questioning were used. The results, and the fact that the pupils were clearly more motivated, lead us to the tentative conclusion that subject-centered conversations are better for the language development of young children than free-choice conversations. Further development of this didactic tool therefore deserves serious attention.
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Bally, Scott J. "Conversation Made Easy, Speechreading and Conversation Strategies Training for Children with Hearing Loss." Ear and Hearing 24, no. 1 (February 2003): 96–97. http://dx.doi.org/10.1097/00003446-200302000-00012.
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Borrie, Stephanie A., Camille J. Wynn, Visar Berisha, Nichola Lubold, Megan M. Willi, Carl A. Coelho, and Tyson S. Barrett. "Conversational Coordination of Articulation Responds to Context: A Clinical Test Case With Traumatic Brain Injury." Journal of Speech, Language, and Hearing Research 63, no. 8 (August 10, 2020): 2567–77. http://dx.doi.org/10.1044/2020_jslhr-20-00104.
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Purpose Coordination of communicative behavior supports shared understanding in conversation. The current study brings together analysis of two speech coordination strategies, entrainment and compensation of articulation, in a preliminary investigation into whether strategy organization is shaped by a challenging communicative context—conversing with a person who has a communication disorder. Method As an initial clinical test case, an automated measure of articulatory precision was analyzed in a corpus of spoken dialogue, where a confederate conversed with participants with traumatic brain injury ( n = 28) and participants with no brain injury ( n = 48). Results Overall, the confederate engaged in significant entrainment and high compensation (hyperarticulation) in conversations with participants with traumatic brain injury relative to significant entrainment and low compensation (hypoarticulation) in conversations with participants with no brain injury. Furthermore, the confederate's articulatory precision changed over the course of the conversations. Conclusions Findings suggest that the organization of conversational coordination is sensitive to context, supporting synergistic models of spoken dialogue. While corpus limitations are acknowledged, these initial results point to differences in the way in which speech strategies are realized in challenging communicative contexts, highlighting a viable and important target for investigation with clinical populations. A framework for investigating speech coordination strategies in tandem and ideas for advancing this line of inquiry serve as key contributions of this work.
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Sari, Latifa Ika, and Ria Hermina Sari. "WHAT DO PEOPLE DO TO SUSTAIN A CONVERSATION: ANALYSIS OF THE FEATURES AND THE SPEECH FUNCTION OF A CASUAL CONVERSATION." Indonesian EFL Journal 6, no. 2 (August 11, 2020): 109. http://dx.doi.org/10.25134/ieflj.v6i2.3379.
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Conversation Analysis (CA) has a great implication in the second or foreign language teaching and learning. This study was aimed to analyse a casual conversation, to identify what people do to sustain a conversation. The conversation, which lasted for 20 minutes and involved three speakers, was transcribed verbatim. Several features of the spoken text are analysed: spontaneity, interactivity, interpersonal features, coherence features, negotiation of meaning, and speech function. The result of the analysis showed that there are several strategies used by the speakers: time-gaining strategies (filled pauses; frequent use of conjunctions: and, but, so); using chunks and producing one clause or phrase in small �runs�; self-monitoring strategies (repetition, backtracking), and interactional strategies (backchanneling, showing amusement by laughing or chuckling, using certain discourse markers, hedges, vague language, showing empathy by completing and repeating each other�s utterances). The speakers also negotiate interpersonally and logico-semantically to keep the conversation going on. The equal number of rejoinders that each speaker produces indicates that they are willing to support each other to sustain the conversation. This study implies that when teaching speaking, English teachers should include communication strategies to achieve the goals of communication.Keywords: casual conversation; negotiation of meaning; speech function; strategies.
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Allycia Susanti. "When Friends Become Foes: Strategies and Features of Arguing." International Journal of Systemic Functional Linguistics 5, no. 1 (April 19, 2022): 9–12. http://dx.doi.org/10.55637/ijsfl.5.1.4922.9-12.
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This article will show that there are strategies and features present in arguing. This paper explores these aspects applying discourse analysis to the isolated data. The data are in the form of transcripts of arguing taken from the American TV Show Euphoria involving teenage characters with the exception of one adult character. They are then examined using conversational analysis and ethnographical analysis to explore that in addition to the intentions of arguing, background attributes of the conversation such as the participants’ age, region, and relationship with each other can affect the word choice, sentence content, and sentence structure that are utilised in arguing.
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Joselit, David, Michelle Kuo, and Amy Sillman. "Shape: A Conversation." October 172 (May 2020): 135–46. http://dx.doi.org/10.1162/octo_a_00398.
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A wide-ranging conversation between artist Amy Sillman, Museum of Modern Art curator Michelle Kuo, and October editor David Joselit on Sillman's influential Artist's Choice exhibition, The Shape of Shape, presented in the reopening of MoMA's galleries in 2019. Topics range from the re-introduction of intuition into histories of contemporary painting to strategies for expanding the modernist canon.
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Aleksius, Madar. "Repair Practice in the Classroom Conversations of Indonesian EFL Students." Journal of Language and Education 7, no. 2 (June 30, 2021): 10–24. http://dx.doi.org/10.17323/jle.2021.11486.
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This study examines repair practice by English as a Foreign Language ( EFL) college students to address the understanding problems that may cause communication breakdowns in classroom conversations. Conversational data were elicited from 40 second-semester students performing jigsaw and information gap communicative tasks. Using the conversation analysis theory and methodological approach, the recorded and transcribed conversations were analyzed to scrutinize the frequency and types of repair strategies, trouble sources, and repair outcomes. The findings show that to address the understanding problem, the EFL college students employed 11 other-initiated repair strategies: Open-class or unspecified strategies; WH-interrogatives; Partial repeat plus WH- interrogatives; Repetition or partial repetition; Candidate understanding; Correction; Request for repetition; Non-verbal; Asking for definition, explanation, translation, example, or spelling; Explicit display of non-understanding; and Request to speak up. These other-initiated repair strategies were triggered by the presence of lexical, semantic content-related, and sequential/speech delivery trouble sources. Attempts to resolve the understanding problem were conducted by a set of repair outcomes, including Repetition, Acknowledgment, Repetition or acknowledgment plus expansion, explanation, and/or translation, and Repetition or acknowledgment plus translation. The study provides language educators with new insights on how EFL learners deal with understanding problems in communication so that they could respond appropriately to the repair practice initiated by the students.
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Preti, Dino. "O diálogo num texto de ficção: contribuição para o estudo da “análise da conversação literária”." Cadernos de Estudos Lingüísticos 44 (August 24, 2011): 201–10. http://dx.doi.org/10.20396/cel.v44i0.8637076.
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The literary dialogue studies show that sometimes, the characters make use of conversational strategies which are more efficient than those in the spontaneous natural dialogues in certain communicative situations; this can make us think the authors create ideal structures which may often serve as a model. Based on excerpts from one tale by Luiz Vilela, the article shows how the strategies of proximity/distance, power/submission, clarity/concealment/dissimulation are smartly used by both characters in the text, aiming at their objectives in the conversation. This process is named “Literary Conversational Analysis.”
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Thörle, Britta. "Turn openings in L2 French." Discourse Markers in Second Language Acquisition / Les marqueurs discursifs dans l’acquisition d’une langue étrangère 7, no. 1 (August 12, 2016): 117–44. http://dx.doi.org/10.1075/lia.7.1.05tho.
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In this contribution we will analyze a corpus of telephone conversations between German students of French and native speakers from an interactional linguistic point of view. The study is based on a corpus of ten formal conversations performed as role play between German university students and native speakers of French. Taking an interactional approach, the use of discourse markers will be described as a situated activity of learners who use the resources at their disposal to accomplish conversational tasks. The analysis will concentrate on the accomplishment of turn openings and point out the dynamic nature of the use of discourse markers in exolingual interaction. During the conversations, learners employ forms already available in their repertoire as discourse markers, they use the interlocutor’s example as a model, and they develop their own routines. Against this background, certain characteristics of discourse markers in L2 can be described as the result of communication and acquisition strategies that allow learners to maintain the conversation as well as to build, expand or adjust their repertoire.
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Kuo, Sai-hua. "Agreement and Disagreement Strategies in a Radio Conversation." Research on Language & Social Interaction 27, no. 2 (April 1994): 95–121. http://dx.doi.org/10.1207/s15327973rlsi2702_1.
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Randall, Robert M. "A conversation with George Stalk about “disposable strategies”." Strategy & Leadership 36, no. 4 (July 4, 2008): 21–23. http://dx.doi.org/10.1108/10878570810888731.
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Pitts, Margaret J., Craig Fowler, Carla L. Fisher, and Stephanie A. Smith. "Politeness Strategies in Imagined Conversation Openers About Eldercare." Journal of Language and Social Psychology 33, no. 1 (October 16, 2013): 29–48. http://dx.doi.org/10.1177/0261927x13506708.
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Levine, Adam Seth. "Single Conversations Expand Practitioners’ Use of Research: Evidence from a Field Experiment." PS: Political Science & Politics 54, no. 3 (February 23, 2021): 432–37. http://dx.doi.org/10.1017/s1049096520002000.
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ABSTRACTMany people seek to increase practitioners’ use of research evidence in decision making. Two common strategies are dissemination and interaction. Dissemination can reach a wide audience at once, yet interactive strategies can be beneficial because they entail back-and-forth conversations to clarify how research evidence applies in a particular context. To date, however, we lack much direct evidence of the impact of interaction beyond dissemination. Partnering with an international sustainability-oriented NGO, I conducted a field experiment to test the impact of an interactive strategy (i.e., a single conversation) on practitioners’ use of research evidence in a pending decision. I find that the conversation had a substantial impact on research use relative to only receiving disseminated materials, which likely was due to increased self-efficacy. I also provide practical guidance on how researchers can apply this finding close to home by strengthening linkages with local decision makers.
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Amalia Hafid, Riska, Serliana Serliana, Gusnawaty Gusnawaty, and Ikhwan M. Said. "Teenagers Language Politeness Strategy on Social Media WhatsApp Based on Level of Education." Al-Lisan 7, no. 1 (February 28, 2022): 37–50. http://dx.doi.org/10.30603/al.v7i1.2396.
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Language politeness in social media is still often ignored. The article aims to describe teenagers' politeness strategies in social media conversations, especially in the WhatsApp group of junior high schools, senior high schools, and colleges. The research was quantitative and qualitative descriptive, and the population was complete sentences in WhatsApp group conversations. The period of recording the conversation with each group is during September 2021. The data collection technique is by exporting the conversation data to Ms. Words. The data were arranged based on the entry date, then coded using Brown & Levinson's politeness theory. The interpretation of the data classification results used the approach of Makassar's cultural perspective. The findings showed that in social media WhatsApp, the teenagers talked more frequently used three kinds of politeness strategies. 1) Bald on record involving questions, commands, and requests. Teenagers use this strategy from three-level of education. 2) Positive strategies involve jokes, identity, and paying attention. The college and high schools teenagers use jokes and identity. However, paying attention's strategy is just used by college teenagers. 3) Negative strategies include apologies, be-thankful, and questions. College and high schools teenagers use the apology and thank strategies. Nevertheless, teenagers from the high school level only used negative politeness in asking questions. In conclusion, the level of education of teenagers determines the use of politeness strategy in social media. The implication is that teachers and stakeholders pay more attention to students' language politeness building, especially in speaking politely to others, so their interaction is harmonious with their communities.
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Sicilia, Anthony, Tristan Maidment, Pat Healy, and Malihe Alikhani. "Modeling Non-Cooperative Dialogue: Theoretical and Empirical Insights." Transactions of the Association for Computational Linguistics 10 (2022): 1084–102. http://dx.doi.org/10.1162/tacl_a_00507.
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Abstract Investigating cooperativity of interlocutors is central in studying pragmatics of dialogue. Models of conversation that only assume cooperative agents fail to explain the dynamics of strategic conversations. Thus, we investigate the ability of agents to identify non-cooperative interlocutors while completing a concurrent visual-dialogue task. Within this novel setting, we study the optimality of communication strategies for achieving this multi-task objective. We use the tools of learning theory to develop a theoretical model for identifying non-cooperative interlocutors and apply this theory to analyze different communication strategies. We also introduce a corpus of non-cooperative conversations about images in the GuessWhat?! dataset proposed by De Vries et al. (2017). We use reinforcement learning to implement multiple communication strategies in this context and find that empirical results validate our theory.