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Journal articles on the topic 'Talk'

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Published: 4 June 2021
Last updated: 9 March 2023

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1

Reed, Mary. "Weather Talk: Tall Tails." Weatherwise 49, no. 5 (November 1996): 42. http://dx.doi.org/10.1080/00431672.1996.9925434.

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2

Morse, Margaret. "Talk, Talk, Talk." Screen 26, no. 2 (March 1, 1985): 2–17. http://dx.doi.org/10.1093/screen/26.2.2.

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3

&NA;. "DOC TALK TALK TALK." AJN, American Journal of Nursing 88, no. 2 (February 1988): 151–54. http://dx.doi.org/10.1097/00000446-198802000-00001.

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4

King, Thomas F. "Rio Tinto Talks the Talk." Historic Environment: Policy & Practice 3, no. 2 (October 2012): 166–69. http://dx.doi.org/10.1179/1756750512z.00000000014.

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5

Mallison, Mary B. "Editorial: Doc Talk Talk Talk." American Journal of Nursing 88, no. 2 (February 1988): 151. http://dx.doi.org/10.2307/3425718.

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6

Lee, Jina, and Eun Kyung Kim. "Analyzing Collaborative Talk in a Student Managed Task-based Fine Art Activity." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (September 30, 2022): 767–82. http://dx.doi.org/10.22251/jlcci.2022.22.18.767.

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Objectives This is a qualitative study of the fine art group activity in the eyes of sociolinguistics. Using conversation analysis, this study aims to scrutinize how the actual collaborative talk dynamics take place in a student managed task-based art activity. Methods In order to have a close look at the collaborative talk, we focused directly on face-to-face talk-in-interaction of four students’ during their two hour group activity in a college art class, ‘understanding of contemporary art’. The student managed task-based group activity was a part of liberal arts course especially in the 11th week of spring semester, 2022 at a university in Seoul, Korea. The data was collected via video recording of the two hour group discussion, and the recorded talk was all transcribed for conversation analysis which is the main tool of analyzing students’ talk. Results The procedure of students task-based activity included the following four steps: (1) sharing and choosing an agreed task topic to work on, (2) cooperative opinion sharing for making the art work, such as materials and method (3) actual making and art work completion, (4) wrapping up and cleaning. Conversation analysis is a study of turn-taking organization of talk-in-interaction to find how the participants manage and display intersubjectivity in talk. In the students’ talk occurred in the process of the student managed group task, we found several turn-taking types resulting reciprocal support in order to develop the task product: (1) topic change, (2) other-initiated second turn repair, (3) reactive tokens, and (4) other question-answer sequences with mutually supporting verbal and nonverbal moves. Conclusions This study is quite valuable in terms that it addressed the naturally occuring process of turn-taking sequences by analyzing students’ talk-in-interaction in depth when the students were engaged in collaborative task-based activity to complete an act work. As noted in the result, most of the various types of turn-taking lead mutual support and agreement of each other’s thought in order to produce the collaborative task completion rather than aggressive debate and disagreement.
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7

SIMPSON, JENNIFER S. "EASY TALK, WHITE TALK, BACK TALK." Journal of Contemporary Ethnography 25, no. 3 (October 1996): 372–89. http://dx.doi.org/10.1177/089124196025003004.

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8

Fritsch, Julian, Antonis Hatzigeorgiadis, Darko Jekauc, and Alexander T. Latinjak. "Ein theoretischer Beitrag zu Self-talk in der Sportpsychologie." Zeitschrift für Sportpsychologie 27, no. 3 (July 2020): 85–94. http://dx.doi.org/10.1026/1612-5010/a000302.

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Zusammenfassung. In diesem theoretischen Artikel zum Thema Self-talk wird zunächst ein kurzer historischer Abriss gegeben, in dem auf verschiedene für das Thema relevante psychologische Theorien eingegangen wird. Darauf aufbauend wird die Unterscheidung von strategischem und organischem Self-talk, die sich in zwei verschiedenen Forschungsbereichen in der sportpsychologischen Literatur widerspiegelt, dargestellt. Im Zusammenhang mit organischem Self-talk als der Forschungsbereich, der die Messung von Self-talk während der sportlichen Aktivität beinhaltet, werden auf Zwei-Prozess-Ansätze basierende Self-talk Klassifikationen vorgestellt. Dabei wird anhand des Zusammenhanges von Self-talk und Emotionen gezeigt, dass sich die Forschung vor allem auf spontanen und zielgerichteten Self-talk als zwei Unterformen des organischen Self-talks konzentriert hat. Hinsichtlich des Forschungsfelds des strategischen Self-talks, welches Self-talk im Rahmen von geplanten Selbstinstruktionen zur Verbesserung der sportlichen Leistung untersucht, wird auf mögliche Wirkmechanismen eingegangen. Zuletzt wird die Relevanz von Self-talk in der angewandten Sportpsychologie aufgezeigt und dabei reflexive Self-talk Interventionen als eine innovative Methode beschrieben.
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9

Hunter, Matthew. "Talk That Talk." Representations 148, no. 1 (2019): 1–29. http://dx.doi.org/10.1525/rep.2019.148.1.1.

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This essay draws upon the work of Erving Goffman and Michael Silverstein to read Shakespeare’s first poem as a guide to mastering the burgeoning early modern art of conversation. The epyllion follows the conversation manuals of its day in embracing the aphorism as a charismatic form of talk, but it departs from its precedents in attributing to the aphorism an overtly erotic force. By according to the aphorism the power to turn conversation into an erotic encounter, Venus and Adonis elaborates its period’s most seductive fantasy of talk.
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10

Tate, Colleen Wedderburn. "Talk the talk." Nursing Standard 20, no. 31 (April 12, 2006): 72. http://dx.doi.org/10.7748/ns2006.04.20.31.72.c4117.

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11

Tate, Colleen Wedderburn. "Talk the talk." Nursing Standard 20, no. 31 (April 12, 2006): 72. http://dx.doi.org/10.7748/ns.20.31.72.s62.

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12

Brown, Becky. "“Talk that Talk!”." Radical Philosophy Review 4, no. 1 (2001): 54–77. http://dx.doi.org/10.5840/radphilrev200141/220.

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13

Hardy, Joanne. "Talk the talk." Nursing Standard 23, no. 3 (September 25, 2008): 67. http://dx.doi.org/10.7748/ns.23.3.67.s59.

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14

Spence, Des. "Talk the talk." BMJ 334, no. 7608 (June 28, 2007): 1376.1–1376. http://dx.doi.org/10.1136/bmj.39258.507002.59.

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15

Ervin-Tripp, Susan. "Talk That Talk." Contemporary Psychology: A Journal of Reviews 32, no. 11 (November 1987): 935–36. http://dx.doi.org/10.1037/026484.

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16

Fitch, Joseph (Jay). "Talk the Talk." JEMS: Journal of Emergency Medical Services 31, no. 5 (May 2006): 98–100. http://dx.doi.org/10.1016/s0197-2510(06)70395-3.

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17

Haddox, J. David. "Talk the Talk..." Clinical Journal of Pain 14, no. 2 (June 1998): 95–96. http://dx.doi.org/10.1097/00002508-199806000-00002.

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18

Cunningham, Joyce. "Stand Up! Sit Down! Talk! Talk! Talk!" TESL Canada Journal 5, no. 1 (October 26, 1987): 73. http://dx.doi.org/10.18806/tesl.v5i1.516.

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19

Boysen, Guy A., Ciara Jones, Rachel Kaltwasser, and Emily Thompson. "Keys to a Successful Job Talk." Teaching of Psychology 45, no. 3 (May 30, 2018): 270–77. http://dx.doi.org/10.1177/0098628318779277.

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Interviews for faculty positions in psychology often include a teaching demonstration or research talk, but there is little empirical data about what makes these job talks successful. Psychology faculty ( N = 303) described the job talks required at 4-year institutions and the attributes of a successful job talk. For both teaching demonstrations and research talks, being accurate and knowledgeable was of highest importance, but being practiced, open, and engaging were also important. However, significant differences between institutions showed that baccalaureate institutions emphasize teaching skills during job talks and doctoral institutions emphasize research skills. The results confirm that a polished job talk is crucial, but they also illustrate that successful job talks must fit the teaching and research mission of the institution.
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20

Novoa, Adriana. "Whose Talk Is It? Almodovar and the Fairy Tale in Talk to Her." Marvels & Tales 19, no. 2 (2005): 224–48. http://dx.doi.org/10.1353/mat.2005.0035.

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21

Delany, Samuel R. "Street Talk/Straight Talk." differences 3, no. 2 (July 1, 1991): 21–38. http://dx.doi.org/10.1215/10407391-3-2-21.

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22

Panagopoulos, Costas. "Boy Talk/Girl Talk." Women & Politics 26, no. 3-4 (November 15, 2004): 131–55. http://dx.doi.org/10.1300/j014v26n03_06.

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23

Davis, Paul E. H. "‘Talk talk talk …’ Virginia Woolf, Ireland and Maria Edgeworth." Estudios Irlandeses, no. 1 (March 15, 2006): 32–38. http://dx.doi.org/10.24162/ei2006-1279.

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24

SLUZKI, CARLOS E. "DISCUSSIONS. Bird Talk, Sacred Talk, Criminal Talk: On Jargon." Family Process 26, no. 3 (September 1987): 395. http://dx.doi.org/10.1111/j.1545-5300.1987.00395.x.

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25

McShea, Daniel W. "Gene‐talk talk about sociobiology." Social Epistemology 6, no. 2 (April 1992): 183–92. http://dx.doi.org/10.1080/02691729208578653.

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26

van Kleeck, Anne. "Home Talk and School Talk." ASHA Leader 12, no. 13 (September 2007): 23–24. http://dx.doi.org/10.1044/leader.ftr4.12132007.23.

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27

Tassoni, Penny, and Anne-Marie Tassoni. "Can't talk or won't talk?" Nursery World 2018, no. 10 (May 14, 2018): 18–19. http://dx.doi.org/10.12968/nuwa.2018.10.18.

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28

Fletcher, Andrew. "Learning to talk the talk!" Child Care 7, no. 4 (April 2010): 7. http://dx.doi.org/10.12968/chca.2010.7.4.47176.

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29

Mangham, Iain L. "Scripts, Talk and Double Talk." Management Learning 26, no. 4 (December 1995): 493–511. http://dx.doi.org/10.1177/135050769502600406.

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30

Stuntz, William J. "Crime Talk and Law Talk." Reviews in American History 23, no. 1 (1995): 153–58. http://dx.doi.org/10.1353/rah.1995.0021.

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31

Woodruff, Allison, and Paul M. Aoki. "Push-to-Talk Social Talk." Computer Supported Cooperative Work (CSCW) 13, no. 5-6 (December 2004): 409–41. http://dx.doi.org/10.1007/s10606-004-5060-x.

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32

Myhill, Debra. "Talk, talk, talk: teaching and learning in whole class discourse." Research Papers in Education 21, no. 1 (March 2006): 19–41. http://dx.doi.org/10.1080/02671520500445425.

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33

Nash, John. "“Talk & talk & talk”: Virginia Woolf's responses to Ireland." Irish Studies Review 21, no. 3 (August 2013): 255–73. http://dx.doi.org/10.1080/09670882.2013.814424.

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34

Aukrust, Vibeke Grøver. "Talk-focused talk in preschools - culturally formed socialization for talk?" First Language 21, no. 61 (February 2001): 57–82. http://dx.doi.org/10.1177/014272370102106103.

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35

Wahyu, Wahyu. "Formal and Informal Talks of Lecturers in EFL Classroom Interaction." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 10, no. 1 (June 10, 2022): 338–55. http://dx.doi.org/10.24256/ideas.v10i1.2662.

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This research aimed to discover the characteristics of formal and informal talks of lecturers in EFL classroom. This research was conducted in qualitative design. Furthermore, the researcher applied discourse analysis under the study of sociolinguistics as an approach to analyze the language, writing, speech, and conversation (verbal and nonverbal) that was appropriate with the purpose of this research. In order to get the data, the researcher did observation and recording. Lastly, the result of the data analysis was presented in description of words, not number. The research was conducted at English Study Program of IAIN Bone.The result shows that the lecturers used formal and informal language. However, the lecturers used formal talk dominantly rather than the informal talk. The characteristic of formal talk which was frequently used by teacher was full form. The teacher frequently used this characteristic in asking question. Whereas informal talk happened frequently when teacher gave explanation particularly in explaining the material. The formal talks which occurred in EFL classroom particularly in student talk consist of four characteristics. They were neutral lexis, full form, politeness phenomena, careful turn taking and title in which using title mostly occurred in interaction among teacher and students. The informal talks which occurred in EFL classroom particularly in student talks were colloquial lexis, interruption/overlapping, first name and nickname, typical mood choice and modal for probability.
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36

Naton Leslie. "Talk." Fourth Genre: Explorations in Nonfiction 15, no. 1 (2013): 103. http://dx.doi.org/10.14321/fourthgenre.15.1.0103.

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37

TANNING, DOROTHEA. "TALK." Yale Review 97, no. 1 (January 2009): 81. http://dx.doi.org/10.1111/j.1467-9736.2009.00476.x.

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38

Leslie, Naton. "Talk." Fourth Genre: Explorations in Nonfiction 15, no. 1 (2013): 103–13. http://dx.doi.org/10.1353/fge.2013.0476.

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39

Collins, Michael. "Talk." JAMA 312, no. 20 (November 26, 2014): 2170. http://dx.doi.org/10.1001/jama.2014.8624.

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40

Sirajuddin, Suharti. "THE PHONOLOGICAL PERSPECTIVE OF TEACHER INSTRUC TIONAL TALK IN ENGLISH CLASSROOM INTERACTION." ELT Worldwide: Journal of English Language Teaching 2, no. 1 (April 30, 2015): 80. http://dx.doi.org/10.26858/eltww.v2i1.1255.

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The research aimed at finding and analyzing (i) the instructional talk that teachers use in the classroom interaction, (ii) teachers’ modification of their instructional talk in phonological perspective (iii) students’ perception of instructional talk used by the teachers in classroom interaction. This research applied descriptive method with the total number of participants of 2 English teachers and 6 students divided based on their grade. The instrument used for this study was classroom observation, video recording and interview. The finding indicated that (i) the first participant used 15 instructional talks and the second participant used 14 instructional talks (ii) teachers modify their talk by substitution, deletion, and addition. First participant used substitution 151 times (81%), deletion 22 times (12%), and addition 13 (7%). The second participant used substitution 30 times (83%), deletion 12 times (13%) and additional 4 (4%). (iii) Students have lower perception of teacher instructional talk which indicates students get 11 (11%) for each VII grade students and the VIII grade students get variety level percentage; 12 (21%), 15(26%) and 11 (19%) for each students. It also finds three factors that influence students’ perception; teachers’ factors, limited time and environment. Key words: Phonological perspective, instructional talk, classroom interaction
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41

Krol, Tineke F. "Women Talk about Talk at Work." Discourse & Society 2, no. 4 (October 1991): 461–76. http://dx.doi.org/10.1177/0957926591002004007.

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42

Hüllen, Werner. "Let's talk and talk about it." System 15, no. 2 (January 1987): 227. http://dx.doi.org/10.1016/0346-251x(87)90075-3.

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43

Vignieri, S. "Marmosets learn to talk baby-talk." Science 349, no. 6249 (August 13, 2015): 701–2. http://dx.doi.org/10.1126/science.349.6249.701-g.

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44

Fisher, Sue. "A Discourse of the Social: Medical Talk/Power Talk/Oppositional Talk?" Discourse & Society 2, no. 2 (April 1991): 157–82. http://dx.doi.org/10.1177/0957926591002002002.

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45

Yokotani, Kenji. "A Change Talk Model for Abstinence Based on Web-Based Anonymous Gambler Chat Meeting Data by Using an Automatic Change Talk Classifier: Development Study." Journal of Medical Internet Research 23, no. 6 (June 21, 2021): e24088. http://dx.doi.org/10.2196/24088.

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Background Change and sustain talks (negative and positive comments) on gambling have been relevant for determining gamblers’ outcomes but they have not been used to clarify the abstinence process in anonymous gambler meetings. Objective The aim of this study was to develop a change talk model for abstinence based on data extracted from web-based anonymous gambler chat meetings by using an automatic change talk classifier. Methods This study used registry data from the internet. The author accessed web-based anonymous gambler chat meetings in Japan and sampled 1.63 million utterances (two-sentence texts) from 267 abstinent gamblers who have remained abstinent for at least three years and 1625 nonabstinent gamblers. The change talk classifier in this study automatically classified gamblers’ utterances into change and sustain talks. Results Abstinent gamblers showed higher proportions of change talks and lower probability of sustain talks compared with nonabstinent gamblers. The change talk model for abstinence, involving change and sustain talks, classified abstinent and nonabstinent gamblers through the use of a support vector machine with a radial basis kernel function. The model also indicated individual evaluation scores for abstinence and the ideal proportion of change talks for all participants according to their previous utterances. Conclusions Abstinence likelihood among gamblers can be increased by providing personalized evaluation values and indicating the optimal proportion of change talks. Moreover, this may help to prevent severe mental, social, and financial problems caused by the gambling disorder.
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46

Pi-Ching, Hsu. "Feng Meng-lung's Treasury of Laughs: Humorous Satire on Seventeenth-Century Chinese Culture and Society." Journal of Asian Studies 57, no. 4 (November 1998): 1042–67. http://dx.doi.org/10.2307/2659303.

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From past to present all is but talk, and all talk is but laughs. The birth of yin and yang from the original chaos, the voluntary abdication and forceful overthrow of the sage kings-who's ever witnessed this sort of thing? It's nothing more than talk. Future generations will talk about our generation, just as our generation talks about past generations. To talk about something and doubt it is laughable; to talk about something and believe it is even more laughable. Classics, philosophy, and histories are nonsensical talk, and people compete to transmit them. Poetry, rhapsody, and prose are preposterous talk, and people compete to perfect them. Praise or sneer, advocacy or suppression-these are whimsical talk, and people compete to respond to them. Sometimes we laugh at others; some other times we are laughed at. Those who laugh at others are in turn laughed at by others. The Treasury of Laughs is a collection of jokes. With all its thirteen chapters, some may still say it's a thin book. If you read it and are delighted by it, please don't be. If you read it and are enraged by it, please don't be. The world from past to present is an immense treasury of laughs; you and I are all in there as laughingstocks. Without talk there're no human beings. Without laughs there's no talk. Without laughs and talk there's no world. Cloth-Sack Monk, you're my master, you're my master!
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47

Goddard, Angela. "Tall Stories: The Metaphorical Nature of Everyday Talk." English in Education 30, no. 2 (June 1996): 4–13. http://dx.doi.org/10.1111/j.1754-8845.1996.tb00114.x.

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48

Goodheart, Eugene. "What we Talk and Don’t Talk About when we Talk About Socialism." Society 56, no. 5 (August 22, 2019): 463–65. http://dx.doi.org/10.1007/s12115-019-00400-6.

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49

Johansson, Maritha. "In i texten och ut ur den - nordiska lärarstudenter samtalar om lyrik." Educare - vetenskapliga skrifter, no. 3 (August 16, 2019): 62–86. http://dx.doi.org/10.24834/educare.3.5.

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The study aims to explore literary text-talk in higher education and how some students’ reception of a poem is influenced by their interaction with each other. A particular focus is on whether and how the students use a set of literary conceptual tools when they talk about the poem. The study also illuminates factors that prompt the students perform close readings of the text. The data comes from four recorded and transcribed text-talks, where the students from different teacher training programs in Sweden, Denmark and Norway talk about a poem. These text-talks have been analysed through a thematic analysis. The results show that the students start by focusing on details and try to interpret the vocabulary rather than trying to understand the poem in its entirety. Initially, they also perform close readings and then continue with more extra-textual interpretations. However, because of the interactive nature of the text-talk, the students keep returning to the text. All the four groups use quite a few literary concepts, but they hesitate about the meaning and the use of these concepts. The results further show that the students help each other achieve a deeper understanding of the poem, and the talk itself has an impact on their reception of the poem.
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50

VALLER, Shulamit. "Women's Talk - Men's Talk: Babylonian TalmudErubin53a-54a." Revue des Études Juives 162, no. 3 (July 1, 2003): 421–45. http://dx.doi.org/10.2143/rej.162.3.503633.

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