Dissertations / Theses: 'Conversation strategies' – Grafiati (2024)

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The purpose of this study was to determine if a difference existed in the efficacy of "Supported Conversation for Adults with Aphasia" (SCA) strategies between persons in the acute and chronic stages of aphasia. Additionally, did any change occur in the personal satisfaction of conversational interaction when SCA strategies were implemented and if so, was there a relationship between the degree of change and the stage of aphasia.Four dyads representing two persons with acute aphasia and their conversation partners and two persons with chronic aphasia and their conversation partners participated in the study. Data was obtained from three 5-minute videotaped conversations for each dyad at pre-, post-, and 1-month post-training phases. A half-day group training session in SCA strategies, in addition to a short individualized training session was provided to the conversation partners of each dyad prior to the post-training videotaping.Measures were used to assess the skill of the PWA for conversational interaction and transaction and the ability of the conversation partner to both acknowledge and reveal the competence of the PWA during a communicative interaction. A five-point analog scale was used to assess the personal satisfaction of dyad members after each videotaped session. Informal interviews were held with the participants of each dyad at the end of the study to provide qualitative data and additional study support.At the end of the study, no difference was suggested in the results between persons with acute and chronic aphasia at the post-training phase when the use of SCA strategies was implemented. Additionally, although all dyads showed a trend towards a positive change in personal conversation satisfaction at post-training and 1-month post-training, the acute dyads displayed a greater degree of change at these phases.
Thesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders

APA, Harvard, Vancouver, ISO, and other styles

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The following study used politeness theory to explore the impact of simultaneously engaging in a face to face conversation and a text message conversation. Specifically the study used Brown and Levinson’s (1978, 1987) five original politeness strategies to see whether strategy choice (in the face to face conversation) impacts the face threat present in engaging in multiple conversations. Multivariate analysis of covariance was used to understand the impact different politeness strategies had on the following variables: conversational appropriateness, relational/social appropriateness, immediacy, attentiveness, and politeness. Findings show that when a face to face partner ignores (no verbal/nonverbal politeness) a text message interruption the partner is seen as more relational/socially appropriate, immediate, attentive, and polite. Findings also indicate that aside from ignoring the text message, politeness messages that acknowledge the text message interruption and offer a relevant verbal message are viewed as more relationally/socially appropriate, immediate, attentive, and polite than those that indirectly deal with the text interruption. This study partially supports the popular belief that texting in the presence of others violates face to face conversational expectations and is perceived as “rude.” However, future studies need to look at the role and influence mediated conversational expectations play in overall conversational expectations.

APA, Harvard, Vancouver, ISO, and other styles

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The thesis investigates conversations involving native speakers and non-nativespeakers of English. The non-native speakers partaking in the study have a welldeveloped knowledge of the foreign language. The study is particularly concernedwith the function and interactional relevance of repair strategies that interlocutorsemploy when they talk to each other. The results of the analyses highlight issuessuch as participants’ self-representations as competent speakers, the notion “nonnativeness”,and language learning, relating to current developments within conversationanalytic research on second/foreign language conversations. Comparisonsbetween non-native and native speakers are made, highlighting similarities as wellas di¡erences in participants’ use of repair strategies. The study adopts a conversation analytic framework but is also in¤uenced bystudies of second/foreign language acquisition. Conversation analytic research has,until recently, dealt with conversations involving non-native speakers who have alimited or intermediate command of the second/foreign language. Repair behavioursof advanced foreign language users are thus a little investigated area. Whereasnon-native speakers with limited experience in using the second/foreign languageoften employ repair in order to solve problems that are related to their linguisticknowledge, such as ¢nding or knowing words and constructing utterances that areunderstandable in the context in which they occur, this thesis shows how an increasedknowledge of the foreign language involves a shift in focus as repair is carriedout, i.e. repair is used to address problems of a linguistic as well as of a socialnature. Since an increased knowledge of a foreign language is accompanied by an increasein the range of jobs that repair strategies do, “doing repair” is an importantpart of the development of non-native speakers’ interactional and linguistic competence.

APA, Harvard, Vancouver, ISO, and other styles

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Kommunikativa svårigheter är en funktionsnedsättning som kan innebära språk-, röst- eller talsvårigheter och kan leda till begränsad interaktion med omgivningen. Taltjänst är en tolkservice som erbjuder ett sätt för personer med kommunikativa svårigheter att lättare kommunicera med omgivningen. Syftet med föreliggande studie är att undersöka hur taltjänsttolkar kan underlätta kommunikationen för personer med kommunikativa svårigheter i samtal mellan tolk, tolkanvändare och tredje part. Materialet består av fem olika videoinspelningar av tolksamtal samt svar från en enkätundersökning till taltjänsttolkar. Videomaterialet transkriberades utifrån samtalsanalytiska principer. Återkommande teman identifierades i svaren från enkätundersökningen. I resultatet och analysen observerades strategier för att skapa gemensam förståelse i form av begäran om förtydligande och begäran om bekräftelse av förståelse. Även upprepning/återgivning samt delad kunskap är fenomen som framkom i analysen av data. Förberedande möten visade sig spela en avgörande roll för att uppnå gemensam förståelse i samtal mellan tolk, tolkanvändare och tredje part.
Communicative disorders may involve language, voice or speech impairment and can lead to limited interaction with social surroundings. Speech Interpreter Service is an interpretation service which provides a way for people with communication disorders to communicate more easily with their surroundings. The aim of the present study is to investigate how speech interpreters can facilitate communication for people with communication disorders in conversation between the interpreter, users and third parties. The material consists of five different video recordings of interpreter conversation, and answers from a questionnaire to speech interpreters. The video material was transcribed based on conversation analytical principles. Recurring themes were identified in the answers from the survey. In the results and analysis, strategies to create common understanding were observed in the form of clarification requests and requests for confirmation of understanding. Other phenomena that appeared in the analysis were repetition/reproduction and shared knowledge. Preparatory meetings were shown to play a crucial role in achieving common understanding in conversation between the interpreter, users and third parties.

APA, Harvard, Vancouver, ISO, and other styles

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The present paper focuses on exploring the usage of communicative strategies (CSs) by business professionals who use business English as a lingua franca (BELF) in telephone negotiations. The purpose of the study is also to analyze the occurrence of misunderstanding and non-understandings. The data consists of nine naturally-occurring spoken ‘buy-sell’ negotiations between business professionals from seven different countries around Europe and Asia. The negotiations summed up to 1 hour and 30 minutes of recorded material. The transcripts of these negotiations were analyzed in detail by using the qualitative method ‘conversation analysis’ (CA). The results show that business professionals use CSs as pre-empting measures to prevent misunderstanding. In addition, CSs in the present data appear to be used to create cooperativeness and subsequently reach successful communication. The present study also found two scenarios where communicative breakdown occurred but were subsequently repaired through ‘clarity requests’, ‘confirmation checks’ and repetition. Lastly, the present paper recognizes that previous knowledge of the other party is an effective aspect in keeping upbeat negotiations and reaching mutual understanding.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

I institutionella samtal såsom närståendesamtal mellan en logoped, en närstående till en person med afasi och personen med afasi råder en asymmetri gällande maktförhållandet. Asymmetrin som uppstår i det institutionella samtalet kan innebära att samtalsdeltagaren med minst makt upplever ansiktshot. I samtal ses förståelse som en dynamisk process och när förståelsen innebär ett problem i konversationen störs den pågående aktiviteten. Mottagaren kan lösa problemet som uppstått genom att ge talaren en candidate understanding. Hur kommunikativa strategier används i närståendesamtal är ett relativt obeforskat område och ett viktigt område då närståendesamtal är en vanligt förekommande för logopeder. Syftet med föreliggande studie var därför att undersöka ett antal kommunikativa strategier för att få en gemensam förståelse och minska ansiktshot vid delgivning av testresultat och rådgivning i närståendesamtal. Tre närståendesamtal mellan logopeder, närstående och i två fall personer med afasi spelades in, transkriberades och analyserades enligt samtalsanalytiska principer (CA). Två logopeder, tre närstående och två personer med afasi medverkade i studien. Totalt omfattade det inspelade materialet en timma och 37 minuter. Deltagande logopeder fick även fylla i ett frågeformulär. Strategier för avdramatisering och förståelse identifierades. Strategierna delades in i två kategorier; avdramatisering av råd och förmedling av testresultat och candidate understandings för att uppnå förståelse. I studien framkom det att candidate understandings ofta initierades av den närstående. Det framkom även att de positiva testresultaten som förmedlades inte avdramatiserades samt att dessa istället ofta framhävdes och att face threatenings acts vid delgivning av negativa testresultat ofta avdramatiserades med hedging.
In institutional interactions such as conversations between a speech and language therapist, a person closely related to a person with aphasia and the individual with aphasia there is an asymmetry considering the power. The asymmetry arising in institutional interactions may mean that the participant with the least power will experience a face threatening act. Understanding is seen as a dynamic process and when understanding is a problem in the conversation the ongoing activity is disturbed. The receiver can solve the problem by giving the speaker a candidate understanding. How these strategies are used in conversations between a speech and language therapist with a person closely related to a person with aphasia is a relatively unexplored field and an important area which is a common for speech therapists. The aim of the present study was to investigate a number of communication strategies in the conversation with a person closely related to a person with aphasia; how understanding was reached and how face threatening acts were reduced when the speech therapists delivered test results and gave counseling. Three conversations between speech and language therapists, persons closely related to a person with aphasia and in two of the recordings the person with aphasia were recorded, transcribed and analyzed according to principles of Conversation Analysis (CA). Two speech and language therapists, three persons closely related to a person with aphasia and two persons with aphasia participated in the study. In total, the recorded material is one hour and 37 minutes. Participating speech and language therapists also filled in a questionnaire. Strategies for mitigation and understanding were identified. The strategies were divided into two categories; strategies to mitigate FTA:s when delivering the test results and counseling, the other categorie was the use of candidate understandings for gaining an mutual understanding. The study revealed that candidate understandings were often initiated by the person closely related to a person with aphasia. The study also revealed that the test results with positive outcome where not mitigated and often emphasized and test results that could be perceived as negative were mitigated with hedging.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Aphasia is a linguistic impairment which affects communication and may have an impact on a person’s narrative ability. The purpose of the present study was to analyse the narrative ability in aphasia by narrative interviews with people with aphasia and their partners. The interviews were scrutinised for strategies used in joint narration involving couples where one of the spouses has aphasia. The definition of strategies was methods to cope with communicative difficulties often due to aphasia. Strategies were also studied in an assessment of independent narration. The specific questions were: Which strategies do couples, consisting of one person with aphasia and their partner, use in joint narration? Which strategies does the person with aphasia use in independent narration? Are there any differences in the use of strategies in joint narration compared to independent narration? Five couples were recruited from conversational groups for people with aphasia in the south of Sweden. The couples were asked questions which were meant to encourage joint narration and the interviews were filmed. In addition to the interview, the narrative ability of the individuals with aphasia was assessed with the Swedish aphasia test A-ning. The interviews and the assessments were transcribed according to principles from conversation analysis. The result showed a variation regarding type of strategies occurring in the couples’ narrations and the frequency of these strategies. In joint narration, repetition was the strategy most commonly used by individuals with aphasia, followed by self-initiated self-repair, word search and gestures. The partners also used repetition to a high extent as well as appendor production. The conclusion of this study is that the narrative ability of the persons with aphasia in independent narration to some extent corresponded with their ability in joint narration. However, there were great differences between how the individuals with aphasia and their partners used strategies to cope with difficulties in joint narration.
Afasi medför påverkan på kommunikationen då den språkliga förmågan är nedsatt, vilket i sin tur inverkar på narrationen. Syftet med föreliggande studie var att undersöka den narrativa förmågan hos personer med afasi genom narrativa intervjuer med personer med afasi och deras partners. Med intervjuerna som utgångspunkt studerades vilka strategier, det vill säga metoder att hantera problem som uppstår i kommunikationen oftast till följd av afasin, som används vid gemensamt berättande i par där en av personerna har afasi samt vilka strategier personen med afasi använder vid självständigt berättande i testsituation. Frågeställningarna var: Vilka strategier används vid gemensamt berättande i par där en av personerna har afasi? Vilka strategier använder personen med afasi vid självständigt berättande i testsituation? Finns det skillnader i det gemensamma och enskilda berättandet vad gäller användningen av strategier? Via samtalsgrupper i södra Sverige för personer med afasi rekryterades fem par till studien. Paren filmades i berättande intervjuer där de fick svara på frågor som uppmuntrade till gemensamt berättande. Utöver intervjun utfördes även en formell testning av personen med afasi med narrationsdelen i A-ning. Både intervjuerna och testningarna transkriberades enligt samtalsanalytiska principer. Resultatet visade att det rådde variation gällande typ av strategier och hur ofta de förekom i parens berättande. De vanligast förekommande strategierna hos personerna med afasi vid gemensamt berättande var repetition, egeninitierad självreparation, ordsökning och gester. Även partners till personerna med afasi använde sig mest av repetition, följt av utökad produktion. slu*tsatsen är att personernas med afasi narrationsförmåga i det enskilda berättandet till viss del överensstämde med deras narrationsförmåga i det gemensamma berättandet, samt att det fanns stora skillnader mellan hur personerna med afasi och deras partners använde sig av strategier för att hantera de svårigheter som uppstår i berättandet.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Made available in DSpace on 2016-04-28T19:33:34Z (GMT). No. of bitstreams: 1Evandro Santos Reis.pdf: 1668303 bytes, checksum: 54b6d723a5534605fddbb511f0d9acd1 (MD5) Previous issue date: 2011-12-13
This research presents study about the interaction and conversationalof the character´s dialogue made.The aimed objective is to examine the interaction and the strategiesthat interactants use during the oral communication face to face. To do so,we have used the play thay do not wear black tie as our corpus. We seek inthis play strategies of which the characters are worthy at the interaction,taking into account the contextual situations and relationships that involvesthem.We also seek to analyze the implicit messages present in thecharacter´s speeches of the text we have chosen for our research. We seek toachieve the purposes of the study supported by the concepts and theoreticalframeworks of sociolinguistics, discourse analysis and conversation analysis.This research enabled us to realize that it is possible to consider adialogue made as a model of communicative competence, in whichparticipants use discursive strategies as metamessages to achieve their goalsat the time interaction
Esta pesquisa apresenta um estudo sobre a interação e as estratégiasconversacionais das personagens do diálogo construído.O objetivo visado é a análise da interação e das estratégias que osinteractantes utilizam durante a interlocução a comunicação oral face aface. Para tanto, utilizamos a peça Eles não usam black-tie como nossocorpus. Buscamos na obra as estratégias das quais as personagens se valemna interação, considerando a situação contextual que as envolvem e asrelações entre elas.Também buscamos analisar as mensagens implícitas presentes nasfalas das personagens do texto que escolhemos para nossa pesquisa.Procuramos atingir os propósitos do estudo amparados pelos conceitos earcabouços teóricos da Sociolinguística, da Análise do discurso e da Análiseda conversação.A pesquisa nos possibilitou perceber que é possível considerar umdiálogo construído como um modelo de competência comunicativa, em queos participantes utilizam estratégias discursivas como a metamensagens paraatingir seus objetivos no ato interacional

APA, Harvard, Vancouver, ISO, and other styles

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

In the present study, the institutional discourse in health care was examined, focusing onspeech therapists and occupational therapists in interaction with a common patient withaphasia. The purpose of the present study was to identify common communication strategiesused in the professional conversation between a speech therapist and a patient and between anoccupational therapist and the same patient. Specific research questions were: Whatcommunicative strategies are used in interaction between a speech therapist and a patient withaphasia and between the occupational therapist and the same patient? Are theredifferences/similarities between how speech therapists and occupational therapists interactwith patients with aphasia?Six people in total, two patients in interaction with a speech therapist and an occupationaltherapist respectively, were recorded during treatment sessions of each profession. Generaland specific aspects of the institutional interaction were then analysed according to principlesof conversation analysis.Similarities in the use of closed questions as a strategy to increase the effectiveness ininteraction could be seen between the two different professions studied. The use ofevaluations in interaction was also relatively similar between the two occupations.Some differences were identified in the ways that each profession used repetitious behavior,co-constructions and non-verbal communication. In terms of use of communication aids tosupport the patient's understanding, clear differences between the professions were observed.
I föreliggande studie undersöks det institutionella samtalet inom vården, med inriktning pålogoped och arbetsterapeut i samspel med gemensam patient. Syftet med studien var attkartlägga de vanligt förekommande kommunikativa strategier som används i detprofessionella samtalet mellan logoped och patient med afasi samt mellan arbetsterapeut ochsamma patient. Specifika frågeställningar var: Vilka kommunikativa strategier används isamtal mellan logoped och patient med afasi och i relationen mellan arbetsterapeut ochsamma patient? Finns det skillnader/likheter mellan hur logopeder och arbetsterapeuterinteragerar med patienter som har afasi?Två patienter i interaktion med varsin logoped och varsin arbetsterapeut, sex personer totalt,spelades in under patientens behandlingstillfällen hos respektive profession. Generella ochspecifika aspekter av det institutionella samtalet analyserades sedan enligt samtalsanalytiskaprinciper.Likheter i användandet av slu*tna frågor som strategi för att effektivisera kommunikationenkunde ses mellan yrkeskategorierna i studien. Även användandet av utvärderingar var relativtlika mellan yrkesgrupperna.Vissa skillnader synliggjordes i respektive yrkesgrupps sätt att använda repetitioner,reparationer, samkonstruktioner och icke-verbal kommunikation. Gällande användande avkommunikativa hjälpmedel som stöd för patientens förståelse, sågs tydliga skillnader mellanyrkeskategorierna.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Afasi är ett samlingsbegrepp för förvärvade språkstörningar. Symptomen förekommer i högst utsträckning hos personer som drabbats av en stroke. Personer som drabbats av någon typ av afasi upplever ofta att deras kommunikativa förmåga i hög grad begränsats efter insjuknandet, vilket kan leda till stor eller mycket stor social inskränkning. De psykologiska faktorer som påverkas rör kognition och emotion, sociala strukturer och relationer, exempelvis personliga relationer, yrkesliv eller utbildning. Därmed relateras de psykosociala konsekvenserna av afasi till hur tillståndet påverkar vardagslivet och förmågan till att interagera med den sociala omgivningen. Idag sker intervention för personer med afasi individuellt och gruppintervention eller anhöriginkludering ses som sekundära komplement till den individuella behandlingen. I föreliggande studie undersöks en form av intervention där personer med afasi och deras anhöriga gemensamt får ta del av kommunikativa strategier och tilldelas individanpassade råd. Inspiration har hämtats från den befintliga anhöriginkluderande metoden SPPARC. Målet med interventionen var att den vardagliga kommunikationen skulle stärkas och effektiviseras. Interventionen skedde under en fem veckor lång period och utförts i två olika konstellationer; ett par och en mindre grupp. Gruppkonstellationerna har sedan jämförts med varandra. Båda koncepten utvärderades positivt av deltagarna. De förefaller därmed vara tillämpbara båda två, men beroende på deltagarnas förväntningar och psykosociala behov kan något av koncepten föredras på ett individuellt plan. Resultatet av föreliggande studie indikerar att det finns ett psykosocialt behov av att inkludera anhöriga till personer med afasi i intervention. En ökad medvetenhet hos deltagarna noterades gällande flera av de kommunikativa strategier som behandlades under interventionens gång, bland annat gestikulering och prompting. Deltagarnas utvärdering av perioden tyder på att interventionsperioden framför allt fungerat som ett forum för samtal kring afasi och kommunikation och att den har tjänat sitt syfte i psykosocial bemärkelse. Deltagarna uppgav dock under utvärderingen att interventionen är bäst lämpad som en tidig insats efter personen med afasis insjuknande.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Syftet med studien var att undersöka interaktion vid logopedisk intervention för personer med afasi. Interaktionen utspelade sig i en institutionell kontext där undersökningen syftade till att påvisa om interaktionen skiljer sig åt beroende på interventionens form. Bakom studien finns antagandet att afasi påverkar förmågan att kommunicera. Språkliga svårigheter, såsom ordmobiliseringsproblem samt språkförståelseproblem, kan leda till pragmatiska svårigheter, och intervention syftar ofta till att öka förmågan att använda språket i olika vardagliga aktiviteter. Metoden för analysen i studien är inspirerad av Conversation Analysis (CA) då det är en metod för att systematiskt analysera interaktion. Sex interventionssamtal mellan logopeder och personer med afasi spelades in och analyserades med hjälp av CA. Fem logopeder och sex patienter med afasi medverkade i studien. Analysen resulterade i identifikation av fyra, för syftet, relevanta fenomen: riktning i samtalet, gemensamt mål, avslu*t av samtalsämne samt avdramatiserande uttryck. Efter analysen kunde följande tendenser konstateras: Logopeden tar ansvaret för samtalet, men det framkom en antydan till att patienten tar mer initiativ att påverka riktningen i samtalet vid friare delar, såsom icke-uppgiftsinriktade delar av interventionen. Oftast satte logopeden målet i samtalet och tog därmed ansvar för att ett gemensamt mål skapades. I interventionssamtalen var det logopeden som oftast stod för ämnesbyten och avslu*t. Det framkom i analysen att patienten oftare avslu*tade samtalsämnet i icke-uppgiftsinriktade än i uppgiftsinriktade delar av interventionen. Avdramatiserande uttryck i samtalet användes ofta för att undvika att hota patientens ansikte, oavsett vem som avdramatiserade situationen.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Movie innovation is a conversation between screenwriters and producers in our mixed economy – a concept of innovation supported by Richard Rorty and Aristole's Poetics. During innovation conversations, inspired writers describe fresh movie actions to empathetic producers. Some inspired actions may confuse. Writers and producers use strategies to inquire about confusing actions. This Australian study redescribes 25 writer-producer strategies in the one place for the first time. It adds a new strategy. And, with more evidence than the current literature, it investigates writer inspiration, which drives film innovation. It reports inspiration in pioneering, verifiable detail.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The present study deals with task-oriented conversations between a person with hearing loss and a relative or friend. The purpose was to investigate how the participants in the task-oriented context co-construct understanding, and to focus on different kind of repair strategies that the participants may use to make the hearing loss relevant in the conversation. The method used was Conversation Analysis (CA). The material consisted of eight videotaped task-oriented conversations between a person with hearing loss and their significant other. Altogether eight persons participated in the study – four of them had a hearing loss and the other four had normal hearing. The essay also presents a summary of previous research on communication involving persons with hearing loss. The occurrence and usage of repair strategies was brought to focus as this was of particular interest for this study. It was revealed that quantitative measures of these phenomena previously have been the most commonly used method. The analysis demonstrated that the participants used several different types of repair initiatives during the studied sequences. The categorization was based upon these repair initiatives. The different initiatives were primarily classified according to the manner in whish they specified the nature of the repairable. The study pointed out that the underlying phenomena that were addressed in these sequences were of a complex and various nature. It was proposed that this might demonstrate a need to complement the approaches made earlier in this area with a more qualitative one.

Föreliggande studie behandlar uppgiftsorienterad interaktion mellan en person med hörselnedsättning och dennes anhörig eller vän. Syftet var att undersöka hur deltagarna i den uppgiftsorienterade kontexten samkonstruerar förståelse, och att fokusera på olika reparationssekvenser som deltagarna eventuellt använder för att göra hörselnedsättningen relevant för samtalet. Arbetsmetoden omfattade samtalsanalys i bemärkelsen Conversation Analysis (CA). Materialet bestod av åtta videoinspelningar av uppgiftsorienterade samtal mellan person med hörselnedsättning och anhörig. I studien deltog sammanlagt åtta personer, varav fyra hade hörselnedsättning och fyra var normalhörande. I uppsatsen presenteras även en sammanfattning av tidigare forskning kring kommunikation hos personer med hörselnedsättning. Fokus lades på studier om förekomsten och användandet av reparationsstrategier eftersom dessa var av särskilt intresse för studien. Det visade sig att mer kvantitativa mätmetoder av dessa fenomen tidigare varit det vanligaste tillvägagångssättet. Genom analys av samtalen framkom att deltagarna under aktuella reparationssekvenser använde sig av flera olika typer av reparationsinitiativ. Kategoriseringen i analysen utgick från dessa reparationsinitiativ. Initiativen indelades främst utifrån vilket sätt de preciserade vad som behövde repareras. I studien framkom att de bakomliggande fenomenen som adresserades i dessa reparationer var av komplex och varierande natur. Det föreslogs att detta demonstrerar ett behov av att kunna komplettera de metoder som tidigare använts inom detta forskningsområde med en ett mer kvalitativt synsätt.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

nÃo hÃ
Este estudo apresenta uma anÃlise da linguagem de pessoas com esquizofrenia, em surto psicÃtico, tendo como foco o fenÃmeno da polidez linguÃstica, a partir da figuratividade. Para tanto, procuramos verificar como os participantes da conversaÃÃo interagem uns com os outros, fazendo o trabalho com as faces (E.Goffman), e como eles utilizam o fenÃmeno da linguagem figurada, mais especificamente da metÃfora, como estratÃgia de polidez linguÃstica. Para compreender a linguagem de pessoas com transtornos mentais, analisamos as conversas de pacientes do Hospital Myra Y Lopes nos anos 2009 e 2010, bem como as conversas jà transcritas por Brito (2005), Teixeira (2001) e Picardi (1999). Adotamos, como referencial teÃrico bÃsico, os postulados de Brown; Levinson (1987), Leech (1983) Goffman (1967), Lakoff (1987, 1989, 1993,), Lakoff; Johnson (1980, 1999), Volker (2001) entre outros estudiosos dessa temÃtica. Como resultado da anÃlise, constatamos que os esquizofrÃnicos usam a figuratividade como estratÃgia de polidez linguÃstica e, dependendo do nÃvel de gravidade da doenÃa, nÃo sÃo totalmente alienados aos acontecimentos e Ãs significaÃÃes ideolÃgicas, nem aos eventos sociais e culturais que envolvem o processo conversacional. Detectamos que eles sÃo polidos e que as estratÃgias e modos de polidez, usados por eles, nÃo sÃo dotados de valor absoluto, apesar de a polidez ser tida como um fenÃmeno universal.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The purpose of this study is to examine teachers' thoughts about literature conversations. The study amied to find out what theachers think a succsessful literature conversation look like, what opportunities and challenges the method has and what significance the literature conversation has for students' development of reading comprehension. To collect data for the study, semi-structured interviews were conducted with ten certified and active teachers who teaches in grades 4-6. The study is based on Lev Vygotsky's theories of learning, which means that people learn in interaction with others. The results of the study show that teachers believe that the literature converastion is the method that benefits students the most when it comes to developing reading comprehension. The teachers believe that in a successful literature conversation the students learn from each other. This should be done in small groups as the students get a greater opportunity to exspress their thoughts and opinions about the text. The literature conversation is important for students' development of reading comprehension. In conversations, the studnets can help each other to get further in their cognitive thinking. This can be linked to the zone of proximal development, which is a concept in the sociolultural theory of learning and means that children learn in interaction whit others.
Syftet med denna undersökning är att se vilken uppfattning verksamma lärare har om litteratursamtal. Undersökningen syftar till att ur, ett lärarperspektiv, ta reda på hur lärare anser ett lyckat litteratursamtal ser ut, vilka möjligheter och utmaningar metoden har samt vilken betydelse litteratursamtalet har för elevers utveckling av läsförståelse. Till undersökningens datainsamling genomfördes semistrukturerade intervjuer med tio legitimerade och verksamma lärare i årskurs 4–6. Undersökningen utgår ifrån Lev Vygotskijs teorier om lärande vilket innebär att människor lär i samspel med andra. Undersökningens resultat visar att lärare anser att litteratursamtalet är den metod som gynnar eleverna mest när det kommer till utveckling av läsförståelse. I ett lyckat litteratursamtal får eleverna möjlighet till att lära av varandra. Detta bör ske i grupp då eleverna får en större möjlighet till att utrycka sina tankar och åsikter kring texten de har läst. Littertursamtalet har en stor betydelse för elevers utveckling av läsförståelse. I samtalet kan eleverna hjälpa varandra att nå längre i deras kognitiva tänkande. Detta kan kopplas till den närmaste proximala utvecklingszonen som är ett begrepp inom det sociokulturella perspektivet och innebär att barn lär i samspel med andra.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Kommunikation och interaktion är viktigt för att utveckla både språklig och social kompetens. Barn som använder alternativ och kompletterande kommunikation (AKK) får dock inte alltid samma möjligheter som talande barn att kommunicera. Speciellt svårt kan det vara att interagera och därigenom skapa relationer med jämnåriga. Det övergripande syftet med denna studie var att studera samtal mellan jämnåriga, speciellt hur de bygger upp och upprätthåller gemensam förståelse i samtal. Studien innefattade två unga pojkar som på grund av cerebral pares (CP) saknade talförmåga och därför använde bliss som AKK. De filmades under ett samtal med varsin klasskamrat. En samtalsanalytisk metod (conversation analysis, CA) användes för att identifiera mönster i interaktionen och analysera deltagarnas strategier för att etablera gemensam förståelse. De strategier som användes visade sig vara tolkningsförslag, följdfrågor, formuleringar och reparationer. Strategierna användes främst vid responspunkter efter blissyttranden, men reparationer förekom även under konstruktionen av yttranden. Analysen visade också att förståelsestrategier ibland saknades i det ena samtalet vilket då ledde till att samtalet stannade av. De talande tog större delen av ansvaret för förståelsearbetet i båda samtalen, men även de blissande pojkarna var delaktiga. Sammantaget visade analysen att samtal med AKK kan se mycket olika ut. Vilka strategier deltagarna använde sig av för att etablera gemensam förståelse var av stor betydelse i båda samtalen. Det krävdes att alla samtalsdeltagare var engagerade i förståelsearbetet för att samtalet inte skulle avstanna.
Communication and interaction are important parts in developing both linguistic and social skills. Children who uses augmentative and alternative communication (AAC) may not always have the same opportunities as talking children to communicate. It can be especially difficult to interact and thereby create relationships with peers. The aim of this study was to explore conversations between peers, more specifically in which ways they establish and maintain common understanding in the conversation. Participants in the study were two young boys with cerebral palsy (CP) causing non-intelligible speech, and therefore using blissymbolics as their AAC. The boys were videotaped during a conversation with a classmate. A Conversation Analysis method (CA) were used to identify patterns in the interaction, and to analyze the participants' strategies to establish common understanding. Strategies used were suggestions of interpretation, following up-questions, formulations and reparations. The strategies were most used in transition-relevance places, but reparations could also be found during the creation of blissymbolic utterances. The analysis also found that understanding-oriented strategies sometimes were missing in one of the conversations, which led to breakdown in the conversation. The talking individuals were responsible for establishing common understanding in the major part of both conversations, but the boys using blissymbolics did not leave the responsibility entirely to them. In total the analysis showed that conversations with AAC can differ in many ways. Which strategies the participants used to establish common understanding were of great importance in both conversations. Every participant in the conversation were obliged to engage in creating common understanding in order to not lead the conversation to a breakdown.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

CITE/Language Arts
Ed.D.
A small but important set of studies on complaint speech acts have been focused on certain aspects of native speaker (NS) and non-native speaker (NNS) complaints such as strategy use and native speaker judgment, (Du, 1995; House & Kasper, 1981; Morrow, 1995; Murphy & Neu, 1996; Olshtein & Weinbach, 1987; Trosborg, 1995). However, few researchers have comprehensively researched complaint interactions. Complaining to the person responsible for the complainable (as opposed to complaining about a third party or situation) is a particularly face-threatening speech act, with social norms that vary from culture to culture. This study was an investigation of how Japanese and Americans express their dissatisfaction to those who caused it in their native language and in the target language (Japanese or English). The data analyzed are from the role-play performances of four situations by ten dyads in each of four groups (native speakers of Japanese speaking Japanese to a Japanese (JJJ), native speakers of English speaking English to an American (EEE), native speakers of Japanese speaking English to a native speaker of English (JEE), and native speakers of English speaking Japanese to a native speaker of Japanese (EJJ). The complaint categories used in this study represent a pared-down version of Trosborg's (1995) categories based on two criteria: (a) hinting or mentioning complainable and (b) negative assessment of the complainer's action or of the complainer as a person. The following characteristics of the complaint interactions were analyzed: (a) the length of interactions in terms of the number of turns, (b) complaint strategies used by complainers, (c) initial complaint strategies used by complainers, (d) the comparison of S1Hint and S2Cmpl as the initial position, (e) interaction flow in terms of complaint severity levels, 6) strategies employed by complainees, and (f) flow of complaint interactions between complainers and complainees. The results indicate some differences between the groups of native speakers of English and Japanese in the length of their interactions and the use of strategies by complainers and complainees. In general, complaint sequences in English were shorter, and the complaint strategies used by the JJJ group were less indirect than those used by the EEE group. Several prototypical complaint sequences are described. Concerning the use of strategies, the JEE and EJJ groups used strategies more in line with those employed by target language speakers, rather than by speakers of their own language. An attempt is made to account for the different characteristics of English and Japanese complaints in terms of linguistic resources. Pedagogical implications are also highlighted.
Temple University--Theses

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
Made available in DSpace on 2012-10-18T06:05:56Z (GMT). No. of bitstreams: 1188704.pdf: 402144 bytes, checksum: fd0ce09e24f926a66a569fcc1fd234ef (MD5)
Este estudo examina como se desenvolve a conversação em sala de aula numa escola particular de inglês. Seguindo os passos de uma pesquisa desenvolvida por Bergvall & Remlinger (1996) na Universidade Tecnológica em Michigan e com base na teoria sobre linguagem e gênero e sobre os papéis que o gênero ocupa em sala de aula, descrevo alguns exemplos de conversação ocorridos em sala e identifico estratégias e comportamentos usados pelos alunos. No desenvolvimento desta pesquisa focalizei minha atenção na identifição de papéis tradicionais de gênero masculino e feminino em salas de EFL (inglês como língua estrangeira). A fim de tirar conclusões sobre a participação dos estudantes, utilizei métodos quantitativos e qualitativos. Através do método quantitativo, observei que os participantes do sexo feminino ocupavam menos espaço em conversações do que os participantes do sexo masculino. Porém, sabendo que a simples contagem de palavras dos alunos e alunas não é suficiente para que se tenha uma idéia mais exata sobre a participação dos estudantes, privilegiei os resultados obtidos através de métodos qualitativos, entre os quais: transcrição de gravações de aulas, informações obtidas nas entrevistas individuais com os alunos, observações anotadas durante a assistência de aulas e a natureza positiva ou negativa das estratégias usadas pelos alunos, respectivamente: Tarefas-continuativas e Tarefas-divergentes (Bergvall & Remlinger, 1996). A análise qualitativa demonstrou que, apesar das alunas deste grupo terem participado ativamente das conversações, fazendo perguntas desafiadoras e tendo muitas e longas falas, estas alunas também lutam contra o ainda remanescente domínio masculino no sistema de educação. Concluo esta dissertação reforçando a importância de se desenvolver estudos sobre os papéis que os gêneros masculino e feminino desempenham em sala de aula para que se mostre aos educadores e alunos que as estratégias positivas de conversação resultam em aulas mais construtivas. Também reforço a importância da conscientização em relação à posição da mulher em sala de aula a fim de que mudemos este quadro.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Syftet med undersökningen var att ta reda på hur sex lågstadielärare arbetar med lässtrategier isamband med högläsning och textsamtal. Undersökningen syftade även till att ta reda på vilkafrågor lärarna ställer under dessa samtal för att kontrollera elevernas förståelse, samt vilkafördelar undervisningsmetoden har ur ett lärarperspektiv.Undersökningen utgick främst från det sociokulturella perspektivet som innebär att elever lärsig bäst genom dialog tillsammans med andra. En semistrukturerad intervjustudiegenomfördes med sex legitimerade lågstadielärare.Resultatet av undersökningen visade att samtliga lärare använder sig av högläsning ochtextsamtal dagligen i samband med lässtrategiundervisning. Lärarna utgår från olika modelleroch en majoritet av respondenterna har inspirerats av lässtrategimodellen En Läsande klass.Resultatet visade även att lärarna arbetar med frågor på, mellan och bortom raderna för attkontrollera elevernas förståelse under textsamtal redan i tidig ålder. Lärarna upplever atthögläsning tillsammans med textsamtal utvecklar elevernas läsförståelse och användning avlässtrategier. Samtliga respondenter menar dock att denna typ av undervisning hade varit merutvecklande för eleverna i mindre grupper.
The purpose of this study was to investigate how six primary school teachers work withreading strategies along with reading aloud and text conversations. The study also aimed tofind out what kind of questions teachers use during these conversations in order to assessstudents' understanding, and the benefits of the teaching method from a teacher's perspective.The theoretical approach of the study is based on the sociocultural perspective, which meansthat pupils learn through dialogue with others. An interview study was conducted with six licensed primary school teachers.The result showed that all teachers use reading aloud and text discussion along with readingstrategy daily. The teachers use different models and a majority of the respondents areinspired by the reading strategy model “En läsande klass”. The result also evinces that theteachers use questions on, between and beyond the lines to verify students understandingduring text conversations at an early age. The teachers experience that reading aloud togetherwith text discussion develop students reading comprehension and their use of readingstrategies. All respondents also believed that this type of teaching would have been moredeveloping for pupils in smaller groups.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Made available in DSpace on 2016-04-28T19:34:18Z (GMT). No. of bitstreams: 1Eliana Maria de Jesus.pdf: 743863 bytes, checksum: 4f364f3ddf91d64369a2fa2acb479449 (MD5) Previous issue date: 2007-11-28
Secretaria do Estado e Educação
From the theme Estratégias conversacionais na interação de Dois perdidos numanoite suja , de Plínio Marcos, this research puts in matter questions related to verbalinteractions, particularly, the ones that are related to the conversational strategy,specificaly, the preservation of the face, frame and footing, as an attempt to the approachingof the dialogues of a literary work to the ideal models of the conversational strategy typicalof the interation face to face.We have chosen for the accomplishment of our study one literary corpus, specified,a theatrical text, because the dialogues analised retract the spontaneity of the language.In this reaserch, we stand by theorically, in Analysis of the Conversation in asocialinteractionist perspective. We observed the mechanisms employed toformulate/reformulate the strategies adopted during the development of the conversationalinteraction.We ve found out, as defend Tannen, Lakoff and Preti, that the dialogue of fictionpresents, in fact, a fertile material for the linguistics studies related to the oral language
A partir do tema Estratégias conversacionais na interação de Dois perdidos numanoite suja, de Plínio Marcos , esta pesquisa coloca em pauta questões relativas àsinterações verbais, particularmente, as que se referem às estratégias conversacionais,especificamente, a preservação da face, frame e footing, na tentativa de aproximação dosdiálogos de um texto literário aos modelos ideais de estratégias conversacionais próprios dainteração face a face.Escolhemos para a realização dos nossos estudos um corpus literário,especificamente um texto teatral, por acreditarmos que os diálogos analisados retratam aespontaneidade da linguagem.Consideramos nos exemplos selecionados para a análise, não apenas os aspectosrelacionados à identidade social das personagens, mas também as características da situaçãode comunicação em que os diálogos ocorremNesta pesquisa, apoiamo-nos teoricamente, na Análise da Conversação naperspectiva sociointeracionista. Buscamos observar os mecanismos empregados para seformular/reformular as estratégias adotadas durante o desenvolvimento da interaçãoconversacional.Constatamos, tal como defendem Tannen, Lakoff e Preti, que o diálogo de ficçãoapresenta, de fato, um material fértil para os estudos lingüísticos voltados à língua oral

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Cette thèse socio-pragmatique repose sur un ensemble de six sous-corpus d’entreprise issus d’interactions en face à face entre des professionnels en France et à Taïwan. À partir de ces données linguistiques authentiques, nous employons la méthode comparative pour analyser deux types d’interactions naturelles – la réunion d’équipe et la réunion client/fournisseur dans un contexte commercial – en français et en chinois. Dans un premier temps, ces données acoustiques sont sélectionnées et transcrites en corpus, dans l’objectif de « comparer les normes et comportements communicatifs attestés dans deux sociétés » (Kerbrat-Orecchioni, 2005 : 289). Puis, les rapports de pouvoir – hiérarchique ou "partenarial" – entre les interactants sont analysés dans ces deux types de réunion sous les aspects des références personnelles, des séquences ritualisées, des règles conversationnelles, des actes de langage, ainsi que des interventions exercées par un rôle spécifique, les « taxèmes » et « relationèmes » se révélant au cours de l’interaction. Dans la relation verticale, le supérieur se caractérise par ses « actes directifs » et le subordonné par ses « actes de demande ». Dans la réunion client/fournisseur, où les partenaires ont des intérêts opposés, nous étudions les comportements langagiers des deux rôles lors de l’accord, du désaccord, de la réponse non-préférée, du glissem*nt thématique, ainsi que lors de la « demande » concernant les informations sensibles. Nous constatons que dans ces deux sociétés les manières de mener la « négociation conversationnelle » sont opposées : explicite pour la française, implicite pour la chinoise. Ensuite, les activités professionnelles – les points communs de la réunion dans les deux langues – sont illustrées avec des cas authentiques. Notre thèse permet ainsi d’éclairer l’action conduite de façon collective en fonction du rôle et de l’ethos communicatif des locuteurs au sein d’une entreprise et dans une rencontre professionnelle. Pour finir, nous réexaminons les « valeurs culturelles » présentées par Hall (1976, 1990), Hofstede (1983, 2010) et Schwartz (1994, 2006) en référence avec nos résultats pragmatiques linguistiques dans lesquels certains postulats proposés par ces chercheurs sont consolidés, approfondis et critiqués
My thesis aims to develop two sections: A)The comparison of discursive behaviors in business negotiations between two parties: One is within the same culture and the other is in intercultural context. The data I present are all authentic transcriptions including of six business face-to-face negotiations: 2 negotiations spoken by native speakers in Mandarin Chinese, 2 negotiations spoken by native speakers in French and two negotiations spoken by native French, Chinese or Taiwanesein English as a language of communication. The corpus involve three languages and two cultures (Chinese and French). My first question is to see the impact of the usage of different languages during the process of negotiation. In continuation of the tradition of Sapir hypothesis - Whorf (Sapir 1949 and Whorf 1956) and the pragmatic analysis of verbal exchanges (Wierrzbicka, 1991; Peeters, 2009; Kerbrat-Orecchioni, 1994), presented how the language reflects the culture. With an analysis of certain linguistic characteristics, I analyze verbal interactions such as the constructions of speech turns (Sacks, Schegloff and Jefferson, 1974), speech acts in connection with the theory of face (Goffman, 1993; Brown and Levinson 1978) and the interpersonal relationship (Kerbrat-Orecchioni 1994,2001,2002). My questions are: Does the negotiation interaction (Kerbrat-Orecchioni 1990, 1992.1994) differ from one language (L1) to another( L2) (L1: Chinese or French and L2: English) between two cultures? Do the negotiators use another type of ritual politeness (Béal, 2010) in L2 than in their mother tongue? Mono-cultural and inter-cultural comparison allows us to confirm these questions and also help determine to what extent of connections with their own culture by using L1 and L2 for the negotiators. B)More specifically, I’d like to establish the analytical model of offers in the business negotiation in two cultures (French and Chinese). The progress, results and decision-making in negotiation, are the important moments which allow us to see the two interlocutors if they reach their consensus or fail the cooperation. In this study, I take the assumption is that the result or final decision of the negotiation is related to proposal of interactional offers. . Although some researchers present the negotiation strategies (eg, Hammer and Yukl 1977, Roth and Murnighan 1982; Maynard 1984; Tutzauer 1992), there were few empirical studies related to the negotiation offers in conversation analysis including speech acts such as promises and commitments. My study is to fill up this gap. In business negotiations, the acts of deals between buyer and seller represent an exchange of economic value with a product or service. The acts of offer s have strong sense of performatives ( assertives and commissives) (Searle, 1972). My questions are: Does it exist another form of commitment instead of exchange of the economic value? For example: a promise for future cooperation or building up interpersonal relationship? This research deals with certain verbal features such turn-takings, the motivation of overlaps or interruptions during the exchange. A major objective of this study is to develop an analytical model that can be used to describe the nature of offers in business negotiations at different levels of discourse between the two cultures. Based on the authentic corpus, I try to light on the strateg(ies)of offers in business negotiation. The study is essentially analyzed with the method of linguistic pragmatics and also adopts a quantitative and qualitative comparative approach. The theory of speech acts plays a major role in the definition of “offers” identifying implementation strategies. At the same time, this research is interdisciplinary which relates to the economy, international trade, intercultural management, and sociology

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Syftet med föreliggande studie var att studera de avdramatiserande strategier som förekommer under logopedisk afasi- och barnintervention samt att jämföra dessa interventionstyper. Vidare syftade studien till att beskriva hur dessa strategier påverkar interaktionen mellan logoped och patient. Vald analysmetod har influerats av Conversation Analysis (CA) eftersom det är en metod som kan användas för studier av interaktionen mellan människor. Materialet för analysen har utgjorts av sex samtal inom afasiintervention och åtta samtal inom barnintervention. Vid analysen av materialet till föreliggande studie blev det tydligt att det främst är logopeden som använde avdramatiserande strategier och detta skedde något oftare inom barnintervention än inom afasiintervention. I samma material var det relativt ovanligt att patienten använde avdramatiserande strategier. I de fall detta förekom bland patienter var det för att skydda sitt eget ansikte, till skillnad från logopedens användning som främst syftade till att skydda patientens ansikte. I resultaten framkom inga större skillnader gällande vilka avdramatiserande strategier som användes, däremot fanns skillnader i hur ofta de användes samt i hur de tillämpades. En annan tydlig skillnad vid jämförelse av interventionstyperna var att logopeden inom barnintervention oftare använde en stigande grundton som en artighetsstrategi, vilket i vissa situationer fungerar avdramatiserande. Gällande interaktionen ser de avdramatiserande strategierna till att samtalet fungerar och förs framåt inom de båda interventionstyperna. Behovet av de avdramatiserande strategierna blev tydligt när de inte fungerade och patienten till följd av detta upplevde ansiktshot. Sammanfattningsvis låg den största skillnaden mellan de studerade interventionstyperna i hur logopeden anpassade de olika strategierna till en vuxen person med afasi respektive ett barn med språkstörning.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Speech intervention for children with language impairment aims to both strengthen specific language skills and to reinforce the ability to participate in interactional contexts. Children with language impairment often have problems in interaction; therefore the contributions of the conversational partner are of great importance. Thus, the demands are high on the speech and language pathologist (SLP) for sense and cohesion in intervention. The aim of the present study was to examine how SLPs and children with language impairment interact in language intervention. An approach influenced by Conversation Analysis was used in order to identify various phenomena that occurred, and their effect on the structure of the interaction was analyzed.

Four SLPs, two men and two women, were enrolled in the study. They participated in intervention with two children with language impairment each, i.e. eight conversations. The analysis showed that different forms of feedback and different repair strategies had an impact on the interaction. In addition, it was shown that the interactions contained several situations related to social face work. Both differences and similarities were found between the participants in the analyzed material. Different interactional patterns of the SLPs appeared to affect the outcome of the intervention in different ways.

Logopedisk intervention för barn med språkstörning har för avsikt att både stärka de specifika språkförmågor som brister och att göra barnet mer redo för kommunikativa sammanhang. Språkstörning hos barn innebär ofta svårigheter i interaktionen med andra, därför är samtalspartnerns agerande av stor betydelse. Således är kraven på logopeden stora för att skapa mening och sammanhållning i interventionen. Syftet med föreliggande studie var att undersöka hur logopeder och barn med språkstörning interagerar vid behandling av språkstörning. Ett arbetssätt influerat av Conversation Analysis användes för att belysa olika fenomen som förekom i interaktionen och vilken inverkan dessa hade på interaktionens struktur.

I studien deltog fyra logopeder, två män och två kvinnor med två behandlingsbesök av barn med språkstörning vardera, således åtta samtal. Intressanta fenomen som förekom var olika typer av återkopplingar, reparationer och ansiktshotande situationer. Det förelåg både skillnader och likheter mellan deltagarna i det analyserade materialet. Logopedernas olika interaktionsmönster förefaller påverka interventionen på olika sätt.

APA, Harvard, Vancouver, ISO, and other styles

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Forskning har visat på att etablerandet av en dialogisk klassrumskultur ger rikare lärandetillfällen för eleverna eftersom de får rikare möjlighet att utbyta tankar och uppfattningar. Studien är en kvalitativ intervjustudie av hur lärare, verksamma i förskoleklass samt årskurserna 1–3, arbetar för att skapa dialog i klassrummet. Syftet med intervjuanalysen är att belysa olika strategier lärare använder för att främja en samtalande klassrumskultur.Datan från intervjuerna kodades och analyserades i relation till tidigare forskning. Forskningen som presenteras i studien grundas i den konstruktivistiska traditionen och lägger mycket tyngd på normskapande, specifikt sociomatematiska normer som är knutna till matematiskt lärande. Forskningen, som till stor del består av gedigna forskningsöversikter, lyfter att förmågor som att resonera och argumentera endast utvecklas i en social kontext och att lärares handlingar och strukturering av undervisning därför har stor betydelse. Studiens resultat ger en bild av vilka förväntningar de intervjuade lärarna har på sina elever, det vill säga vilka sociala normer som råder. Dessa är: vara aktivt deltagande, att verbalisera samt interagera. Resultatet visar också på de specifika sociomatematiska normer som att: använda korrekta matematiska termer, använda sig av olika matematiska representationer samt att ge godtagbara matematiska förklaringar. Analysen visar att lärarna använder sig av ett stort spann av strategier för att etablera normer för ett samtalande klassrumsklimat. Exempel på strategier för att främja ett samtalande klassrumsklimat är att etablera fasta samtals-strukturer och svarssituationer som eleverna är införstådda med, positiv förstärkning och respons, att låta eleverna lyckas med sitt aktiva deltagande, modellering ochrevoicing.Syftet är attskapa mönster och normer för matematisk kommunikation. Genom lärarnas strategiska val av uppgifter främjas deltagande, interaktion och kommunikations-mönster, det vill säga att eleverna får en normativ förståelse för att ”alla ska vara med”, ”hur vi talar om matematik” och ”vad vi ska tala om” i genuint matematiska samtal. Lärarna upplevs ha en ansats att samtalande ska bli utforskande till sin karaktär. När lärare kan se sin undervisning ur ett normperspektiv kan det påverka deras strukturering av matematik-undervisningen mot ett samtalande klassrumsklimat och ett fördjupat deltagande i elevers interaktion. Interaktion mellan elever och lärare bidrar till att eleverna får tillgång till andras matematiska uppfattningar vilket kan berika undervisningen signifikant. Enligt forskning möjliggör sådana strukturer förhandlingar av sociomatematiska normer vilket kan bidra till att utveckla högre kognitiva förmågor hos eleverna. De specifika sociomatematiska normerna som förhandlas fram i den sociala kontexten har potential att med lärarens stöd och hjälp ge elever rikare möjligheter att reflektera över, fördjupa och förfina sina förklaringar.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Adolescent peer counselling as a social support strategy to assist adolescents to cope with stress in their peer group provides the focus for the present thesis. The prosocial behaviour of providing emotional and psychological support through the use of helping conversations by young people is examined. Current programs for training adolescent peer counsellors have failed to discover what skills adolescents bring to the helping conversation. They ignore, actively discourage, and censor, some typical adolescent conversational helping behaviours and idiosyncratic communication processes. Current programs for training adolescent peer counsellors rely on teaching microcounselling skills from adult counselling models. When using this approach, the adolescent peer helper training literature reports skill implementation, role attribution and status differences as being problematic for trained adolescent peer counsellors (Carr, 1984; de Rosenroll, 1988; Morey & Miller, 1993). For example Carr (1984) recognised that once core counselling skills have been reasonably mastered that young people " may feel awkward, mechanical or phoney" (p. 11) when trying to implement the new skills. Problematic issues with regard to role attribution and status differences appear to relate to the term 'peer counsellor' and its professional expectations, including training and duties (Anderson, 1976; Jacobs, Masson & Vass, 1976; Myrick, 1976). A particular concern of Peavy (1977) was that for too many people counselling was an acceptable label for advice giving and that the role of counsellor could imply professional status. De Rosenroll (1988) cautioned against creating miniature mirror images of counselling and therapeutic professionals in young people. However, he described a process whereby status difference is implied when a group of adolescent peer counsellors is trained and invited to participate in activities that require appropriate ethical guidelines including competencies, training, confidentiality and supervision. While Carr and Saunders (1981) suggest, "student resentment of the peer counsellor is not a problem" they go on to say, "this is not to say that the problem does not exist" (p. 21). The authors suggest that as a concern the problem can be minimised by making sure the peer counsellors are not 'forced' on the student body and by providing opportunities for peer counsellors to develop ways of managing resentment. De Rosenroll (1988) acknowledges that the adolescent peer counsellor relationship may fall within a paraprofessional framework in that a difference in status may be inferred from the differing life experiences of the peer counsellor when compared with their student peers. The current project aimed to discover whether the issues of skill implementation, role attribution and status differences could be addressed so that adolescent peer counselling, a valuable social support resource, could be made more attractive to, and useful for adolescents. The researcher's goal was to discover what young people typically do when they help each other conversationally, what they want to learn that would enhance their conversational helping behaviour, and how they experience and respond to their role as peer counsellor, and then to use the information obtained in the development of an adolescent-friendly peer counsellor training program. By doing this, the expectation was that the problematic issues cited in the literature could be addressed. Guided by an ethnographic framework the project also examined the influence of an adolescent-friendly peer counsellor training program on the non-peer counsellor students in the wider adolescent community of the high school.Three sequential studies were undertaken. In Study 1, the typical adolescent conversational and communications skills that young people use when helping each other were identified. In addition, those microcounselling skills that young people found useful and compatible with their typical communication processes were identified. In Study 2, an intervention research process was used to develop, deliver, and evaluate an adolescent-friendly peer counsellor training program which combined typical adolescent helping behaviours with preferred counselling microskills selected by participants in Study 1. The intervention research paradigm was selected as the most appropriate methodology for this study because it is designed to provide an integrated perspective for understanding, developing, and examining the feasibility and effectiveness of innovative human services interventions (Bailey-Dempsey & Reid, 1996; Rothman & Thomas, 1994). Intervention research is typically conducted in a field setting in which researchers and practitioners work together to design and assess interventions. When applying intervention research methodology researchers and practitioners begin by selecting the problem they want to remedy, reviewing the literature, identifying criteria for appropriate and effective intervention, integrating the information into plans for the intervention and then testing the intervention to reveal the intervention's strengths and flaws. Researchers then suggest modifications to make the intervention more effective, and satisfying for participants. In the final stage of intervention research, researchers disseminate information about the intervention and make available manuals and other training materials developed along the way (Comer, Meier, & Galinsky, 2004). In Study 2 an adolescent-friendly peer counsellor training manual was developed. Study 3 evaluated the impact of the peer counsellor training longitudinally on the wider school community. In particular, the project was interested in whether exposure to trained peer counsellors influenced students who were not peer counsellors with regard to their perceptions of self-concept, the degree of use of specific coping strategies and on their perceptions of the school climate. Study three included the development of A School Climate Survey which focused on the psychosocial aspects of school climate from the student's perspective. Two factors which were significantly correlated (p<.01) were identified. Factor 1 measured students' perceptions of student relationships, and Factor 2 measured students' perceptions of teachers' relationships with students.The present project provides confirmation of a number of findings that other studies have identified regarding the idiosyncratic nature of adolescent communication, and the conversational and relational behaviours of young people (Chan, 2001; Noller, Feeney, & Peterson, 2001; Papini & Farmer, 1990; Rafaelli & Duckett, 1989; Readdick & Mullis, 1997; Rotenberg, 1995; Turkstra, 2001; Worcel et al., 1999; Young et al., 1999). It extends this research by identifying the specific conversational characteristics that young people use in helping conversations.The project confirmed the researcher's expectation that some counselling microskills currently used in training adolescent peer counsellors are not easy to use by adolescents and are considered by adolescents to be unhelpful. It also confirmed that some typical adolescent conversational helping behaviours which have been proscribed for use in other adolescent peer counsellor training programs are useful in adolescent peer counselling. The project conclusively demonstrated that the adolescent-friendly peer counsellor training program developed in the project overcame the difficulties of skill implementation identified in the adolescent peer counselling literature (Carr, 1984). The project identified for the first time the process used by adolescent peer counsellors to deal with issues related to role attribution and status difference. The current project contributes new information to the peer counselling literature through the discovery of important differences between early adolescent and late adolescent peer counsellors with regard to acquiring and mastering counselling skills, and their response to role attribution and status difference issues among their peers following counsellor training. As a result of the substantive findings the current project makes a significant contribution to social support theory and prosocial theory and to the adolescent peer counselling literature. It extends the range of prosocial behaviours addressed in published research by specifically examining the conversational helping behaviour of adolescents from a relational perspective. The current project provides new information that contributes to knowledge of social support in the form of conversational behaviour among adolescents identifying the interactive, collaborative, reciprocal and idiosyncratic nature of helping conversations in adolescents. Tindall (1989) suggests that peer counsellor trainers explore a variety of ways to approach a single training model that can augment and supplement the training process to meet specific group needs. The current project responded to this suggestion by investigating which counselling skills and behaviours adolescent peer counsellor trainees preferred, were easy to use by them, and were familiar to them, and then by using an intervention research process, devised a training program which incorporated these skills and behaviours into a typical adolescent helping conversation.A mixed method longitudinal design was used in an ecologically valid setting. The longitudinal nature of the design enabled statements about the process of the peer counsellors' experience to be made. The project combined qualitative and quantitative methods of data gathering. Qualitative data reflects the phenomenological experience of the adolescent peer counsellor and the researcher and quantitative data provides an additional platform from which to view the findings. The intervention research paradigm provided a developmental research method that is appropriate for practice research. The intervention research model is more flexible than conventional experimental designs, capitalises on the availability of small samples, accommodates the dynamism and variation in practice conditions and diverse populations, and explicitly values the insights of the researcher as a practitioner. The project combines intervention research with involvement of the researcher in the project thus enabling the researcher to view and report the findings through her own professional and practice lens.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Adolescent peer counselling as a social support strategy to assist adolescents to cope with stress in their peer group provides the focus for the present thesis. The prosocial behaviour of providing emotional and psychological support through the use of helping conversations by young people is examined. Current programs for training adolescent peer counsellors have failed to discover what skills adolescents bring to the helping conversation. They ignore, actively discourage, and censor, some typical adolescent conversational helping behaviours and idiosyncratic communication processes. Current programs for training adolescent peer counsellors rely on teaching microcounselling skills from adult counselling models. When using this approach, the adolescent peer helper training literature reports skill implementation, role attribution and status differences as being problematic for trained adolescent peer counsellors (Carr, 1984; de Rosenroll, 1988; Morey & Miller, 1993). For example Carr (1984) recognised that once core counselling skills have been reasonably mastered that young people " may feel awkward, mechanical or phoney" (p. 11) when trying to implement the new skills. Problematic issues with regard to role attribution and status differences appear to relate to the term 'peer counsellor' and its professional expectations, including training and duties (Anderson, 1976; Jacobs, Masson & Vass, 1976; Myrick, 1976). A particular concern of Peavy (1977) was that for too many people counselling was an acceptable label for advice giving and that the role of counsellor could imply professional status. De Rosenroll (1988) cautioned against creating miniature mirror images of counselling and therapeutic professionals in young people. However, he described a process whereby status difference is implied when a group of adolescent peer counsellors is trained and invited to participate in activities that require appropriate ethical guidelines including competencies, training, confidentiality and supervision. While Carr and Saunders (1981) suggest, "student resentment of the peer counsellor is not a problem" they go on to say, "this is not to say that the problem does not exist" (p. 21). The authors suggest that as a concern the problem can be minimised by making sure the peer counsellors are not 'forced' on the student body and by providing opportunities for peer counsellors to develop ways of managing resentment. De Rosenroll (1988) acknowledges that the adolescent peer counsellor relationship may fall within a paraprofessional framework in that a difference in status may be inferred from the differing life experiences of the peer counsellor when compared with their student peers. The current project aimed to discover whether the issues of skill implementation, role attribution and status differences could be addressed so that adolescent peer counselling, a valuable social support resource, could be made more attractive to, and useful for adolescents. The researcher's goal was to discover what young people typically do when they help each other conversationally, what they want to learn that would enhance their conversational helping behaviour, and how they experience and respond to their role as peer counsellor, and then to use the information obtained in the development of an adolescent-friendly peer counsellor training program. By doing this, the expectation was that the problematic issues cited in the literature could be addressed. Guided by an ethnographic framework the project also examined the influence of an adolescent-friendly peer counsellor training program on the non-peer counsellor students in the wider adolescent community of the high school. Three sequential studies were undertaken. In Study 1, the typical adolescent conversational and communications skills that young people use when helping each other were identified. In addition, those microcounselling skills that young people found useful and compatible with their typical communication processes were identified. In Study 2, an intervention research process was used to develop, deliver, and evaluate an adolescent-friendly peer counsellor training program which combined typical adolescent helping behaviours with preferred counselling microskills selected by participants in Study 1. The intervention research paradigm was selected as the most appropriate methodology for this study because it is designed to provide an integrated perspective for understanding, developing, and examining the feasibility and effectiveness of innovative human services interventions (Bailey-Dempsey & Reid, 1996; Rothman & Thomas, 1994). Intervention research is typically conducted in a field setting in which researchers and practitioners work together to design and assess interventions. When applying intervention research methodology researchers and practitioners begin by selecting the problem they want to remedy, reviewing the literature, identifying criteria for appropriate and effective intervention, integrating the information into plans for the intervention and then testing the intervention to reveal the intervention's strengths and flaws. Researchers then suggest modifications to make the intervention more effective, and satisfying for participants. In the final stage of intervention research, researchers disseminate information about the intervention and make available manuals and other training materials developed along the way (Comer, Meier, & Galinsky, 2004). In Study 2 an adolescent-friendly peer counsellor training manual was developed. Study 3 evaluated the impact of the peer counsellor training longitudinally on the wider school community. In particular, the project was interested in whether exposure to trained peer counsellors influenced students who were not peer counsellors with regard to their perceptions of self-concept, the degree of use of specific coping strategies and on their perceptions of the school climate. Study three included the development of A School Climate Survey which focused on the psychosocial aspects of school climate from the student's perspective. Two factors which were significantly correlated (p<.01) were identified. Factor 1 measured students' perceptions of student relationships, and Factor 2 measured students' perceptions of teachers' relationships with students. The present project provides confirmation of a number of findings that other studies have identified regarding the idiosyncratic nature of adolescent communication, and the conversational and relational behaviours of young people (Chan, 2001; Noller, Feeney, & Peterson, 2001; Papini & Farmer, 1990; Rafaelli & Duckett, 1989; Readdick & Mullis, 1997; Rotenberg, 1995; Turkstra, 2001; Worcel et al., 1999; Young et al., 1999). It extends this research by identifying the specific conversational characteristics that young people use in helping conversations. The project confirmed the researcher's expectation that some counselling microskills currently used in training adolescent peer counsellors are not easy to use by adolescents and are considered by adolescents to be unhelpful. It also confirmed that some typical adolescent conversational helping behaviours which have been proscribed for use in other adolescent peer counsellor training programs are useful in adolescent peer counselling. The project conclusively demonstrated that the adolescent-friendly peer counsellor training program developed in the project overcame the difficulties of skill implementation identified in the adolescent peer counselling literature (Carr, 1984). The project identified for the first time the process used by adolescent peer counsellors to deal with issues related to role attribution and status difference. The current project contributes new information to the peer counselling literature through the discovery of important differences between early adolescent and late adolescent peer counsellors with regard to acquiring and mastering counselling skills, and their response to role attribution and status difference issues among their peers following counsellor training. As a result of the substantive findings the current project makes a significant contribution to social support theory and prosocial theory and to the adolescent peer counselling literature. It extends the range of prosocial behaviours addressed in published research by specifically examining the conversational helping behaviour of adolescents from a relational perspective. The current project provides new information that contributes to knowledge of social support in the form of conversational behaviour among adolescents identifying the interactive, collaborative, reciprocal and idiosyncratic nature of helping conversations in adolescents. Tindall (1989) suggests that peer counsellor trainers explore a variety of ways to approach a single training model that can augment and supplement the training process to meet specific group needs. The current project responded to this suggestion by investigating which counselling skills and behaviours adolescent peer counsellor trainees preferred, were easy to use by them, and were familiar to them, and then by using an intervention research process, devised a training program which incorporated these skills and behaviours into a typical adolescent helping conversation. A mixed method longitudinal design was used in an ecologically valid setting. The longitudinal nature of the design enabled statements about the process of the peer counsellors' experience to be made. The project combined qualitative and quantitative methods of data gathering. Qualitative data reflects the phenomenological experience of the adolescent peer counsellor and the researcher and quantitative data provides an additional platform from which to view the findings. The intervention research paradigm provided a developmental research method that is appropriate for practice research. The intervention research model is more flexible than conventional experimental designs, capitalises on the availability of small samples, accommodates the dynamism and variation in practice conditions and diverse populations, and explicitly values the insights of the researcher as a practitioner. The project combines intervention research with involvement of the researcher in the project thus enabling the researcher to view and report the findings through her own professional and practice lens.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Although a large body of research on financial management in marriages and conflict/divorce as outcomes of financial problems exists, the topic of how individuals describe the communicative processes leading to positive outcomes regarding financial conversations remains understudied. Because financial conversations emerge as a strong “tug-of-war” opponent to the successful partnership couples hope to achieve, this study sought to understand how romantic pairs talk about money in ways that lead to positive results. By using an interpretive approach, this study used online, open-ended survey questions to gather stories to better understand how married couples effectively discuss finances. The participant stories explained how individuals in committed romantic partnerships described successful conversations they had with their partner about money. The data were thematically coded using Spradley’s (1979) taxonomic coding categories. The stories from the 100 participants revealed specific strategies that couples used during positive financial conversations that led to positive relational outcomes. This study first reveals a taxonomy of tactics that individuals use in positive conversations about finances. Second, this study supports and offers new contributions to relational maintenance literature (Canary & Stafford, 1992; Stafford, 2011; Stafford & Canary, 1991; Stafford et al., 2000) regarding how maintenance strategies are used when talking about money. Finally, this study offers a taxonomy of reported relational outcomes for couples who have positive financial conversations. The knowledge gained from this study will be helpful to all couples who wish to positively navigate financial matters.
Communication
Communication
College of Arts, Humanities and Social Sciences

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Although a large body of research on financial management in marriages and conflict/divorce as outcomes of financial problems exists, the topic of how individuals describe the communicative processes leading to positive outcomes regarding financial conversations remains understudied. Because financial conversations emerge as a strong “tug-of-war” opponent to the successful partnership couples hope to achieve, this study sought to understand how romantic pairs talk about money in ways that lead to positive results. By using an interpretive approach, this study used online, open-ended survey questions to gather stories to better understand how married couples effectively discuss finances. The participant stories explained how individuals in committed romantic partnerships described successful conversations they had with their partner about money. The data were thematically coded using Spradley’s (1979) taxonomic coding categories. The stories from the 100 participants revealed specific strategies that couples used during positive financial conversations that led to positive relational outcomes. This study first reveals a taxonomy of tactics that individuals use in positive conversations about finances. Second, this study supports and offers new contributions to relational maintenance literature (Canary & Stafford, 1992; Stafford, 2011; Stafford & Canary, 1991; Stafford et al., 2000) regarding how maintenance strategies are used when talking about money. Finally, this study offers a taxonomy of reported relational outcomes for couples who have positive financial conversations. The knowledge gained from this study will be helpful to all couples who wish to positively navigate financial matters.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

In my workplace, the pupils' shortcomings in reading comprehension were noticed after a teacher at theschool noticed that only a few students actively participated in the whole class teaching and that few pupils could answer questions related to the text that was read in the whole class. The pupils in year sixat the school already have uneven results in reading comprehension and the reading lessons that has been conducted in the two classes has for the most part consisted of whole class tutoring and individual work. Based on the development needs that I have noticed in my workplace, the purpose of this study is to analyze four student groups' work with text conversations and find out what role support has in text conversations to develop students' reading comprehension. Furthermore, the study intends to investigate whether text conversations in small groups can increase students' participation in reading instruction inthe the swedish subject. Based on this, the following questions have been formulated: How can text conversations in small groups serve as support for students and promote the use of reading strategies? How can text conversations in small groups increase students' participation in reading lessons? The analytical tools that has been used to analyse the empirical data is scaffolding, reciprocal teaching and the participation model. Qualitative methods have been used to collect empirical material. These arefocus group interviews and observations. The results show that support, participation and interaction are important concepts that can, to a large extent, effect students' reading comprehension development.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Syftet med denna empiriska studie är att undersöka hur litteratursamtal påverkar mellanstadieelevers förståelse av läst skönlitteratur. Den tidigare forskningen presenterar positiva resultat vid användning av litteratursamtal i skolklasser. Flera forskare hävdar att litteratursamtal förbättrar och fördjupar elevernas förståelse. För att undersöka detta användes semistrukturerade intervjuer och ett litteratursamtal med sex sjätteklassare. Utgångspunkten för de två intervjuerna och litteratursamtalet var Chambers samtalsmodell och texten som användes var Astrid Lindgrens berättelseAllrakäraste syster (1973) som studiens urvalsgrupp fick läsa och diskutera. Den insamlade datan analyserades sedan utifrån studiens syfte och frågeställningar. Studiens resultat var av positiv karaktär och visade att en fördjupad förståelse för berättelsen uppstod efter litteratursamtalet. Hela urvalsgruppen återger en positiv bild av litteratursamtalet, samt att alla uppvisade bättre förståelse för berättelsen efter att de fått diskutera den med varandra.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Samtalsanalys har tidigare använts som ett komplement till traditionellt använda standardiserade tester för att undersöka mer funktionella aspekter av kommunikation (Wells & Local, 1992; Yont, Hewitt & Miccio, 2002; Samuelsson 2009). Syftet med föreliggande studie är att utifrån sytematiska analyser av vardagliga samtal och logopedisk intervention utforska relationen mellan kommunikativa behov i vardagen och mål med intervention för barn med språkstörning. Tre barn med språkstörning filmades i vardagliga samtal hemma och på förskolan samt vid ett behandlingsbesök hos logopeden. Materialet transkriberades och analyserades enligt samtalsanalytiska principer. Intervjuer och retrospektioner genomfördes med föräldrar, förskolepersonal samt behandlande logoped för att ytterligare belysa barnens kommunikativa situation. I föreliggande studie framkommer att de kommunikativa behov barnen har relaterar till de mål som sätts upp i logopedisk behandling. På grund av deras fonologiska svårigheter påverkas barnens kommunikation då det ofta uppstår problemkällor, deras yttranden ignoreras och deras talutrymme inskränks. Reparationsstrategier används av både vuxna och barn för att reda ut de situationer där missförstånd uppstår. Dessa strategier kan, med hjälp av retrospektioner, uppmärksammas och diskuteras i logopedisk intervention i syfte att undvika framtida situationer där barnens svårförståeliga yttranden inte reds ut.
Conversation analysis has been used as a complement to traditional standardized testing to evaluate the functional aspect of communication (Wells & Local, 1992; Yont, Hewitt & Miccio, 2002; Samuelsson 2009). The purpose of the present study is to explore the relationship between everyday communicative needs and objectives set in speech and language intervention through systematic analysis of everyday conversations and speech and language intervention. Three children with language impairment were video recorded during everyday interaction at home, at the preschool and during one speech and language therapy session. The material was transcribed and analyzed according to principles of conversation analysis. Interviews and retrospections were conducted with parents, preschool teachers and the treating speech and language pathologists in order to further illustrate the participating children’s communicational situation. The results in the present study show that the communicational needs does relate to the objectives set up in speech and language intervention for the children in the current study. The children’s communication is primarily afflicted by their phonological difficulties in the way that it fuels for sources of communicational breakdowns, the children’s utterances become ignored and it restrains their participation in conversation. Repair strategies are used by both adults and children to solve sequences where mutual understanding is not achieved. These strategies may, through retrospections, be identified and discussed in speech and language intervention in order to avoid future situations where unintelligible utterances are not solved.

APA, Harvard, Vancouver, ISO, and other styles

APA, Harvard, Vancouver, ISO, and other styles

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Cette thèse étudie de manière théorique les déterminants et les conséquences économiques de la transmission d'information entre agents rationnels.Un agent possède une information privée sur un état du monde, émet un message qui est observé par un agent a priori non informé, et ce dernier décide d'une action à prendre. L'information éventuellement transmise est sans engagement, sans coût et sans possibilité de vérification.L'état du monde et l'action impactent l'utilité des deux agents.Il y a possibilité de transmission d'information dans la situation d'équilibre où l'association d'un message à un ensemble d'états du monde induit l'action qui la détermine.La nature des équilibres est en général conditionnée par le conflit d'intérêt des agents, qui est la distance entre leur action préférée, étant donné l'état du monde.Dans les trois chapitres de la thèse, nous considérons un état du monde et une action bi-dimensionnels, une révélation d'information utilisant deux messages à l'équilibre, et nous supposons que l'utilité de l'agent non informé décroît avec la distance euclidienne entre l'état du monde, qu'il ne connait pas a priori, et son action.Le conflit d'intérêt des agents est alors la distance entre l'état du monde et l'action préférée de l'agent informé, qu'il ne décide pas.Chaque chapitre étudie l'impact de différents facteurs conflictuels sur les conditions d'existence d'équilibres informatifs.Dans le premier chapitre, nous étudions l'impact de la prise en compte, par l'agent informé, d'une complémentarité des deux dimensions de l'état du monde. Dans le second chapitre, nous étudions l'impact d'un biais constant de l'agent informé relativement à l'action préférée de l'agent non informé. Enfin, dans le troisième chapitre, nous étudions l'impact d'un intérêt croissant pour associer une action plus grande à un état du monde plus grand
We investigate how information is transmitted and processed between rational agents, from a theoretical perspective.An informed agent holds private information on a state of the world, sends a message which is observed by an uninformed agent, who takes a decision.Information transmitted is without commitment, at no cost and unverifiable.State and action impact both agents' utility.There is information transmission in equilibrium when the relationship between messages and states induces the action that precisely generates the relationship.In the three chapters, we consider a two-dimensional state, a two-dimensional action, an information revelation that uses two messages in equilibrium, and we assume that the uninformed agent's utility function is decreases with the euclidean distance between state and action.Then agents' conflict of interest simplifies to the distance between state and the most highly preferred informed agent's action.In each chapter, we investigate how specific conflicting features of the agents' utility functions impact the equilibrium existence conditions.In chapter 1, we investigate the impact of complementarities between the dimensions in the informed agent's utility. In chapter 2, we investigate the impact of a constant bias of the informed agent with regard to the uninformed agent's preferred action. In chapter 3, we investigate the informed agent's incentives to exaggerate more with an higher state

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Utskrivningssamtalet är den sista kontakten mellan läkare och patient innan patienten åker hem ifrån avdelningen. Syftet med den föreliggande studien är att undersöka ifall det förligger kommunikativa utmaningar i ett utskrivningssamtal mellan en läkare och en patient med afasi. Den konkreta frågeställningen för studien var hur de potentiella problem som uppkom i samtalet hanterades och vilket utrymme som skapades för patientens deltagande i samtalet samt hur samtalsdeltagarna använde sig av icke-verbal kommunikation för att uppnå förståelse. Den valda metoden för att undersöka detta var Conversation Analysis, CA. I studien deltog två läkare, två patienter med afasi, samt två närstående till patienterna. Patienterna som deltog hade mild till måttlig afasi, svenska som modersmål och var 50 år och 70 år gamla. Läkarna som deltog hade varit anställda på avdelningen och arbetat med patienter med afasi i 2.5 år respektive 3.5 år och hade svenska som andraspråk. Resultatet av analysen var en identifiering av kommunikativa handlingar som ledde till sekvenser i samtalet som deltagarna orienterade mot som problematiska. Dessa var bland annat när läkaren inte följde upp på patientens förfrågan för mer information eller patient-initierade ämnen och inte redde ut missförstånd som uppkom. I resultatet identifierades även sekvenser där samtalsdeltagarna använde sin kommunikativa kompetens för att hantera kommunikativa utmaningar, samt sekvenser där samtalsdeltagarna använde sig av icke-verbal kommunikation för att underlätta den gemensamma förståelsen. Resultatet stämde överens med tidigare forskning om hur patienter med afasi och vårdpersonal organiserar interaktion i samtal.

APA, Harvard, Vancouver, ISO, and other styles

APA, Harvard, Vancouver, ISO, and other styles

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Made available in DSpace on 2016-04-28T19:33:42Z (GMT). No. of bitstreams: 1Fernanda Pereira Penedo.pdf: 1088688 bytes, checksum: ba1ac111d8dd6481a81ff84f21e68e8f (MD5) Previous issue date: 2013-08-14
This study aims to identify markers and conversational strategies used by the characters in the dialogue of fiction. We use excerpts taken from the corpus selected for analysis of dialogue built, the novel The new, the storyteller mining Luiz Vilella. In the work, we highlight the schemes used by the characters in different communicative situations and observe the rich set of examples of typical variations of oral language. The corpus is not a transcript, but replaces the recordings of conversations in natural situations. Constructions of lines of characters created by Vilela, often approaching the reality spoken language of the reader. Vilela transmits information regarding the interaction process for the construction of his dialogues, transforming its texts into excellent source of study of conversation through written texts
Este estudo tem por finalidade identificar marcadores e estratégias conversacionais utilizadas pelas personagens no diálogo de ficção. Utilizamos trechos retirados do corpus selecionado para análise do diálogo construído, do romance Os novos, do contista mineiro Luiz Vilella. Na obra, podemos destacar os esquemas utilizados pelas personagens em diferentes situações de comunicação e observar o rico exemplário de variações típicas da linguagem oral. O corpus não representa uma transcrição, mas substitui as gravações de conversações em situações naturais. As construções das falas das personagens criadas por Vilela, muitas vezes se aproximam da realidade linguística falada do leitor. Vilela transmite informações inerentes ao processo interacional para a construção de seus diálogos, transformando seus textos em excelente fonte de estudo da conversação por meio de textos escritos

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

This dissertation examines decision making as discourse to capture subtle characteristics and processes within top management team discussions and examines their influence on decision outcomes. Additionally, this approach allows for exploration of decision making processes in real time by utilizing audio analysis techniques that can provide a more dynamic and integrative view of conversations and discussions as they relate to the dialogue and debate that goes on within top management teams, as well as providing an alternate pathway of study for top management team and group research, decision making studies, and the fields of communication and conversational analysis.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Hemingway's dialogue and the texts of politeness and literature -- Brown and Levinson's politeness strategies -- The face of honesty in "The Doctor and the Doctor's Wife -- The face of bravery in "The Short Happy Life of Francis Macomber" -- The face of love in "Hills Like White Elephants" -- Interpretive implications of politeness theory.

APA, Harvard, Vancouver, ISO, and other styles

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

For a long time, the research of communication strategies has played an important role in the study of second language acquisition. They are a criterion for the evaluation of the oral presentation and interaction in the Swedish curriculum of modern languages. Unfortunately, there are only few examples of communication strategies in the curriculum and teachers may ask themselves how different types of communication strategies can be distinguished and categorized. This study showcases how communication strategies used by 9th graders in group discussions can be identified and categorized based on a taxonomy of strategies and how this may contribute to evaluating the use of communication strategies. The research method used in this study is based on qualitative deductive content analysis. Results show, that communication strategies can be assigned uniquely to two major types of strategies, namely avoidance and resource expansion strategies. However, the assignment of communication strategies to different sub-categories proved to be more problematic. Furthermore, it could be determined that knowledge about the two major types of strategies contributes to the evaluation of communication strategies in oral presentation and interaction.

APA, Harvard, Vancouver, ISO, and other styles

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Aim: The purpose of this study is to investigate how brand feedback response strategies impact eWOM sentiment in public conversations between consumers and businesses. Method: The study has been conducted by collecting over one million tweets from Twitter and performing automated sentiment analysis of these tweets. After processing the tweets, 39773 conversations were identified containing brand feedback. Two hypotheses were formulated regarding brand feedback and eWOM sentiment, and the sentiment scores of the 39773 conversations used to test the hypotheses. Result & Conclusions: There was, in general, a slight positive change in sentiment for conversations containing brand feedback. However, the results also showed that providing brand feedback does not always lead to a positive change in sentiment. The results showed no correlation between response speed and sentiment change in the conversations. Contribution of the thesis: Previous studies within brand feedback and eWOM have to a large extent been experimental. This study contributes to the field by investigating brand feedback and eWOM from real data, using over 100000 tweets in the analysis. The results of this study show that eWOM sentiment is not affected by response speed, which contradicts one previous study. This study also contributes by showing that brand feedback only has a slight positive effect on eWOM sentiment, which means that an improved eWOM alone may not be reason enough for companies to invest in brand feedback. Suggestions for future research: Further research could address limitations in the methodology, such as more sophisticated sentiment analysis or evaluating other social media platforms. Research could also address the lack of correlation between response speed and sentiment change and investigate intervening variables or moderating effects. Key words: eWOM, brand feedback, sentiment analysis, service recovery, social media, Twitter
Syfte: Syftet med studien är att undersöka hur svarsstrategier vid brand feedback påverkar sentiment av eWOM i publika konversationer mellan konsumenter och företag. Metod: Över en miljon tweets samlades in från Twitter och sedan applicerades en automatisk analys av sentiment på dessa tweets. Genom insamlade tweets identifierades 39773 konversationer som innehöll brand feedback. Två hypoteser togs fram relaterade till brand feedback och sentiment av eWOM, och de värden som beräknats genom den automatiska analysen användes för att testa hypoteserna på de 39 773 konversationerna. Resultat & slu*tsats: Resultaten visade att det, generellt sett, fanns en viss skiftning av sentiment i positiv riktning för konversationer som innehöll brand feedback. Dock visade resultaten också att brand feedback inte alltid leder till en positiv förändring. Resultaten visade ingen korrelation mellan svarstid och förändring av sentiment i konversationerna. Examensarbetets bidrag: Tidigare studier inom brand feedback och eWOM har till stor del varit experimentella. Denna studie bidrar till området genom att undersöka brand feedback och eWOM i verklig data, med en analys av över 100000 tweets. Resultaten av studien visar att eWOM sentiment inte påverkas av svarstid, vilket står i kontrast mot vad en tidigare studie visat. Studien bidrar också genom att visa att brand feedback bara har en viss positiv effekt på eWOM sentiment, vilket innebär att en förbättrad eWOM i sig inte nödvändigtvis är en tillräcklig anledning för företag att investera i brand feedback. Förslag till fortsatt forskning: Fortsatt forskning kan adressera begräsningar i metodologin använd i studien; genom att använda mer sofistikerad teknik för att analysera sentiment eller genom att utvärdera andra sociala nätverk. Forskning kan också kunna adressera bristen på korrelation mellan svarstid och förändring av sentiment, och undersöka mellanliggande variabler eller modererande effekter. Nyckelord: eWOM, brand feedback, sentiment analysis, service recovery, social media, Twitter