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This qualitative-descriptive study aimed to identify the different verbal interactions and most frequent and least observed interactions in the College of Teacher Education classrooms of a private non-sectarian institution in Davao City. Flanders' Interaction Analysis Category System (FIACS) was used to analyze the gathered data. In order to utilize the FIACS, the study employed observation, where three teachers were observed for two consecutive hours, and unstructured in-depth interviews, where five teachers were interviewed. The results revealed that the different verbal interactions used by the teachers involved accepting feelings, praising or encouraging, accepting or using pupils' ideas, asking questions, lecturing, giving directions, criticizing or justifying authority, pupil-talk response, pupil-talk initiation, and silence. Among the ten categories, the most frequently observed verbal interaction was pupil talkresponse, and the least observed was silence or confusion. The findings revealed how the teachers' verbal interactions promote active engagement in the teaching-learning process and create a thriving learning environment. From this, the teachers should provide a variety of learning opportunities to accommodate different learning needs and create interactive activities in the classroom to improve the quality of the teaching-learning process. [ABSTRACT FROM AUTHOR]

Conversational Agents (CAs) are characterized by their roles within a narrative and the communication style they adopt during conversations. Within computer games, users' evaluation of the narrative is influenced by their estimation of CAs' intelligence and believability. However, the impact of CAs' roles and communication styles on users' experience remains unclear. This research investigates such influence of CAs' roles and communication styles through a crime-solving textual game. Four different CAs were developed and each of them was assigned to a role of either witness or suspect and to a communication style than can be either aggressive or cooperative. Communication styles were simulated through a Wizard of Oz method. Users' task was to interact, through real-time written exchanges, with the four CAs and then to identify the culprit, assess the certainty of their judgments, and rank the CAs based on their conversational preferences. In addition, users' experience was evaluated using perceptual measures (perceived intelligence and believability scales) and behavioral measures (including analysis of users' input length, input delay, and conversation length). The results revealed that users' evaluation of CAs' intelligence and believability was primarily influenced by CAs' roles. On the other hand, users' conversational behaviors were mainly influenced by CAs' communication styles. CAs' communication styles also significantly determined users' choice of the culprit and conversational preferences. [ABSTRACT FROM AUTHOR]

Conversational Agents (CAs) are characterized by their roles within a narrative and the communication style they adopt during conversations. Within computer games, users’ evaluation of the narrative is influenced by their estimation of CAs’ intelligence and believability. However, the impact of CAs’ roles and communication styles on users’ experience remains unclear. This research investigates such influence of CAs’ roles and communication styles through a crime-solving textual game. Four different CAs were developed and each of them was assigned to a role of either witness or suspect and to a communication style than can be either aggressive or cooperative. Communication styles were simulated through a Wizard of Oz method. Users’ task was to interact, through real-time written exchanges, with the four CAs and then to identify the culprit, assess the certainty of their judgments, and rank the CAs based on their conversational preferences. In addition, users’ experience was evaluated using perceptual measures (perceived intelligence and believability scales) and behavioral measures (including analysis of users’ input length, input delay, and conversation length). The results revealed that users’ evaluation of CAs’ intelligence and believability was primarily influenced by CAs’ roles. On the other hand, users’ conversational behaviors were mainly influenced by CAs’ communication styles. CAs’ communication styles also significantly determined users’ choice of the culprit and conversational preferences.

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Oral language skills underpin later literacy achievement and life prospects, and many children struggle with oral language for various reasons. Hence, it is crucial for teachers to provide a learning environment with rich opportunities for all children to practice their oral language. The aim of this exploratory study was to explore a professional development (PD) program designed to coach teachers in using communication-supporting strategies during verbal teacher-child interactions in regular classrooms. In focus were five strategies from the Communication Supporting Classroom Observation Tool. The study used a mixed-method case design with multiple observations across four time points over 10 weeks and a follow-up observation after two months. Outcome measures were collected at pre-and, post-intervention and at follow-up. The cases were two intervention teachers and one comparison teacher in second grade in Swedish primary schools. The teachers were directly observed and video-recorded during teacher-child structured small group conversations while discussing different texts with two groups of children each. The groups were mixed and comprised both children struggling with oral language as well as more typically developing children. To further understand the verbal interactions, the teachers’ amount of talk in relation to the children was analyzed in terms of the percentage distribution of the total number of words per minute. The overall patterns of strategy use showed that the two intervention teachers applied more varied strategies from the PD program during the intervention period, but this was not maintained at the follow-up. The amount of teacher talk appeared stable over time, with individual differences in the three teachers. We also discuss the teachers’ own insights and our experience in the design of the PD program, which may guide future research and applications of the PD program.

Copyright of Synergies Algérie is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

First, a brief presentation of the context in which the research on the phraseology of oral and written interactions takes place is given. Secondly, the ten articles that make up the volume are presented. These articles bring together methodological reflections and case studies. [ABSTRACT FROM AUTHOR]

This article focusses on four idioms in French, namely mon dieu, mon doux, ma foi and my god. Their similarity of form and their belonging to the same semantic paradigm leads to the question of their possible semantic and functional equivalence in oral interactions. To answer this question, a careful examination of the collocates of these idioms is undertaken. Two proposals are formulated. On the one hand, there would be a contrast between the meanings expressed and the functions assumed by the idioms according to their purpose (retrospective with mon dieu, mon doux and my god, and prospective with ma foi). On the other hand, there would be a perfect semantic and functional symmetry between two of the retrospective idioms, namely mon dieu and mon doux in Quebec French, and a clear connection between the latter two and my god. [ABSTRACT FROM AUTHOR]

The purpose of this study was to analyze the verbal interactions of students in class VIII of SMP Negeri 6 Majene, by analyzing the verbal interactions between teachers and students in class VIII of SMP Negeri 6 Majene in the 2020/2021 school year. This research is a descriptive qualitative research. Data collection techniques used checklist observation and video tapping. Researchers took 10 grade VIII students of SMP Negeri 6 Majene as research subjects. The results showed that in the teacher category more often appeared to accept feeling, ask question, criticizes / justifies authority. Furthermore, in the student category the most dominant was student talk response. In this case, researchers assess, that teachers and students are still lacking in verbal interaction and there are still many categories that have not been fulfilled. Furthermore, students also sometimes experience confusion and difficulty in proper verbal interaction. Then they don't really understand what is being discussed so they are afraid of being wrong even though students know what to say to the teacher.

This research studies the cognitive processes implemented during the production of explanatory text in L2 language in the Algerian plurilingual context. The apprentice writer of explanatory texts has difficulty producing written material in a language that is not his mother tongue (L1). The use of verbal interactions between pairs is an aid that facilitates the planning activity, the activation of linguistic and thematic knowledge and the activity of putting into words. The verbal exchanges between peers allow in fact, an optimal activation of the previous knowledge of the participants, of the students of the CEIL of the ENS of Bouzaréah. These exchanges reduce the cognitive burden associated with the activation of this knowledge, facilitate the provision of resources memoranda needed to manage the process of putting into words that present particular difficulties for the text writers in L2 language. Analysis of the results obtained in this research indicates that verbal interactions between pairs play a decisive role in the activation of planning and word-writing processes and help writers to activate two types of knowledge the writing activity: knowledge of the language and knowledge of the world domain referred to in the text. These interactions allow learners to produce better quality explanatory texts at the textual surface and semantic content level. Results that highlight the important role of interactions in the construction of written production skills in the L2 language in a plurilingual context open up new perspectives in the development of new literacies in plurilingual and pluricultural contexts.

Through the case study of Chicfy, a social network for the commercialization of women's fashion, this paper analyzes the communicative style of verbal interactions carried out in applications for the purchase/sale of second-hand items. We examined the performance of the main speech acts and the courtesy strategies following the theoretical framework of interactional sociolinguistics (Gumperz, 1982a, 1982b; Tannen, 1985, 1996) and the concepts of communicative style and management of the communicative link developed by users. We collected a corpus of 254 Chicfy sequences produced in 2017 and 2018. For its analysis, we opted for a strategy that prioritizes the qualitative dimension, although we also made some quantitative calculations. The results point to the identification of a communicative style characterized by a repertoire of strategies aimed at reinforcing affiliation and closeness with the interlocutor, something typical of the Spanish communicative culture that, moreover, seems to be supported in digital communication environments. [ABSTRACT FROM AUTHOR]

Copyright of Netla: Online Journal on Pedagogy & Education is the property of University of Iceland, School of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica de Psicología Iztacala is the property of Facultad de Estudios Superiores Iztacala and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper discusses the notion of places of power considering the successive rewriting of the scientific article, from its original version submitted to the publisher to its final stance authorized with its ready for press. During this phase, the article becomes the object of negociation; the research looses her authority on her writing and must compose with readers who amend her text. Drawing on the deciphering of graphic codes, on the one hand, and rhetoric norms on the other, the paper analyzes to what extent these corrections may reveal the conditions of acceptability of the writtent text, and with them, the existence of an editorial norm that is not fully explicit.

(Title: Use of Illocutionary Particle in Japanese Language). The purpose of this study is to explain the use of illocutionary particles ne and yo, the pragmatic meaning generated from a speech and how the influence of the existence of each of these particles in a speech. Because ne and yo are pragmatic rather than semantic and this nature only occurs in verbal interactions, this article takes data from data sources, such as Japanese dramas and Japanese short stories. The data was collected using the observation method through recording and note-taking techniques, and then analyzed using contextual method.From the results of data analysis it was found that ne particles are used when a) request confirmation or ensure information, b) request or seek agreement, c) soften speech, and d) marking the feelings felt by the speaker. While yo particles are used when : a) confirming the question to get a response or reason, b) marking that information (statement) is something new for the listerner, c) emphasizing or affirming a matter/action intended by the speaker in his speech, d) marking speech means encouraging, e) marking utterances that contain expressions of the feeling of the speaker, and f) marking the urge to take action.

Copyright of Studies in Contrastive Grammar / Studii de Gramatica Contrastiva is the property of Universitatea din Pitesti and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background and Purpose: Coming from different social and academic cultures, students may exhibit perceptions which are in contrast to the convention of the targeted culture. Hence, this study aims to explore how first-year Malaysian students perceive their interactions in UK seminars. Methodology: Employing qualitative research method, nine Malaysian students were chosen based on two criteria: they have to be first-year students and registered in content modules in UK university. The data were collected from interview and focus group discussion, and the audio-recordings were transcribed and analysed utilising thematic analysis. Findings: The participants of this study perceive their interactions differently. Semek, Enot, Fatin, Ammar, Ming and Izlin mentioned that they responded during seminar discussion if they were nominated by the tutor and most agreed that they did not ask questions because information was provided to them or they could ask the tutor or their friends after the seminar. Fatin however disagreed and asserted that students should ask questions if they did not understand the academic content well. Qaisara, Puspa and Semek also shared that their lack of English language proficiency influenced their lack of contribution which was not the case for Fatin and Ming. Being marginalised as an international student was one of the reasons Semek did not contribute to the seminar discussions in contrast to Qaisara who felt the need to contribute. Contributions: The findings of this study suggest that academic institutions should be flexible in encouraging students to be engaged in seminars as coming from different educational background, these students may require additional help to socialise in academic setting and consequently become expert members. [ABSTRACT FROM AUTHOR]

As part of a research conducted in the field of professional didactics for the design of video-based training for saddlers, we mobilize an iterative and collaborative analysis protocol with professionals. We compare the effects produced during a debate between experts mediated by the researcher, based sometimes on a confrontation with video traces of the activity, sometimes on the temporary diagrams of a conceptual structure of the situation. Using the argumentative trilogue analysis framework, we show how these methodologies are able to foster the expression of a process of conceptualization depending on whether professionals are confronted with lived images or concep-tualizations produced by the researcher. [ABSTRACT FROM AUTHOR]

This paper discusses the role of guidance provided by workplace supervisors in the context of vocational training of early childhood educators in Switzerland. It focuses on the role of communication in learning processes in the conditions of professional practice. Six tutors, or “professional referents”, have been observed and video recorded in the daily guidance of trainees. These recording have been submitted to a process of coanalysis conducted by the group of referents. The paper highlights the objects of concern that face the referents when they accompany the trainees in the effervescence of educational activities involving young children. It notes tensions on several structuring axes of the tutoring activity: 1) the level of engagement of the trainees; 2) the degree of involvement of the referents in the conduct of educational activities; 3) the ways in which elements of knowledge can be brought to the attention of the trainees.

Copyright of Revue des Sciences de l'Education is the property of Revue des Sciences de l'Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Universitatis Babes-Bolyai, Philologia is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Langage & Societe is the property of Fondation Maison des Sciences de l'Homme and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study investigated the relative importance of executive functioning, parent–child verbal interactions, phonological awareness and visual skills on reading and mathematics for Chinese children from low-versus middle-socio economic status (SES) backgrounds. A total of 199 kindergarten children were assessed on executive functioning, verbal interactions, phonological awareness, visual skills, mathematics and word reading in Chinese and English. Results revealed that low-SES children exhibited lower levels of cognitive-linguistic skills, verbal interactions, reading and mathematics achievement than their middle-SES counterparts. Path analyses also indicated that executive functioning and verbal interactions made significant and direct contributions to mathematics, and indirect contributions to reading through phonological awareness. These results suggest that executive functioning and verbal interactions provide the foundation for phonological awareness and visual skills, which in turn affect reading and mathematics achievement. Overall, findings underscore the potential importance of SES inequalities, cognitive-linguistic skills and parental verbal input to their children for early reading and mathematics achievement. [ABSTRACT FROM AUTHOR]

Copyright of Outre-Mers: Revue d'Histoire is the property of Societe Francaise d'Histoire d'Outre Mer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We explored links between complexity of teacher–child verbal interaction and child language and literacy outcomes in fifteen whole-class read-aloud sessions in Chilean kindergarten classrooms serving children from low socioeconomic backgrounds. We coded teacher and child turns for function (initiation, response, and follow-up), type (e.g., open vs. closed questions), and complexity (literal vs. inferential initiations/responses; evaluative vs. elaborative follow-ups). Almost half of the teacher–child talk was inferential, and elaborative follow-ups occurred only occasionally. Repeated patterns of verbal interaction were detected, typically with a teacher initiation/child response/teacher follow-up format; these could be either consistently literal, consistently inferential, or mixed (containing a shift up/down in complexity). The proportion of inferential teacher–child talk and the occurrence of mixed patterns was positively related to child vocabulary and symbolic understanding. Results highlight the relevance of inferential talk during read-alouds, and of the adjustment of language complexity to the child's level of understanding. [ABSTRACT FROM AUTHOR]

According to Dillenbourg et al. (1996), collaborative learning occurs when two or more people try to learn something together. This process consists of four successive stages, one of which concerns collaborative interactions. In this paper we present two studies that implemented two different ways of increasing the number of collaborative interactions. To increase the number of collaborative interactions in a game, the first study focused on degrees of collaboration (Kahn and Mentzer, 1996) and the second study focused on cooperative gestures (Morris et al., 2006a), which were used in the third degree of the first study. In order to facilitate collaborative interactions and its properties (Dillenbourg, 1991), we decided to design two digital tabletop games with tangible interaction that both require collaboration to win. The evaluations in both studies, by means of the Wizard of Oz method, showed a significant increase in collaborative interactions. We also found that verbal and gestural interactions are a better measure criterion for tabletop games than how much people look at each other. [ABSTRACT FROM AUTHOR]

Arguing has often been apprehended as a means of conflict settlement. In this article, we will attempt to show that in controversial political debates, arguing can explain the conflict between people interacting, or even betray a linguistic impoliteness.

This study reports on how five Thai teachers in a private university scaffold their students in an EFL classroom. The context of this study is teacher-fronted instruction and low proficiency students. A case study using an observation method is employed. The study reveals basic types of instructional activities: focus on form and focus on meaning. Scaffolding is explored using frameworks adopted from Wood, Bruner and Ross (1976) and van Lier (1996). The findings illustrate that the verbal interaction of Thai teachers with their students reflects scaffolding features described by Wood, Bruner and Ross (1976) while slightly reflecting van Lier's description. The study summarizes the features of scaffolding in the teacher-fronted instruction. This embraces all the findings in relation to form and meaning-focused activities. Scaffolding in the form-focused activities displays long sequentiality, less contingency, and less contextual support, while scaffolding in the meaning-focused activities consists of short sequentiality, more contingency, and contextual support. The study offers the EFL teachers teaching in a university level and dealing with low proficiency learners and teacher-fronted instruction an approach to teach and earn their learners' engagement. The teachers who employ scaffolding should be aware of the usefulness of it by combining the strengths of form-focused and meaning-focused activities. Scaffolding attributes should be gradually provided in order that low proficiency students can engage in interaction with the teachers. Most importantly, the teachers who adopt scaffolding in their teaching should be aware of the concepts of both frameworks which will make scaffolding a practical and effective approach. [ABSTRACT FROM AUTHOR]

The aim of our study was to gain understanding of different types of conflicts on knowledge in the discussions of problem-based learning tutorial groups, and how such conflicts are dealt with. We examined first-year medical and dental students' (N = 33) conflicts on knowledge in four videotaped reporting phase tutorials. A coding scheme was created for analysing verbatim transcripts of 43 conflict episodes in order to find out whether the conflict episodes were about factual or conceptual knowledge and how the students elaborated the knowledge. Conflict episodes were relatively rare (taking up 7.6 % of the time) in the videotaped groups. Conflict episodes were more frequently about factual knowledge (58 %) than conceptual knowledge (42 %), but conflicts on conceptual knowledge lasted longer and were more often elaborated. Elaboration was, however, more frequently done individually than collaboratively. Conflict episodes were generally fairly short (mean duration 28 s). This was due to a lack of thorough argumentation and collaborative elaboration of conflicting ideas. The results suggest that students' skills to bring out differences in each other's conceptual thinking, the depth of argumentation and the use of questions that elicit elaboration need to be improved. Tutors' skills to facilitate the collaborative resolving of conflicts on knowledge call for further study. [ABSTRACT FROM AUTHOR]

Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to evaluate the effects of manipulating toy sets on the social verbal interaction that occurs between preschool-age children with disabilities and their typically developing peers. A single-subject alternating-treatments design was used to evaluate the effects of manipulating social toy sets and isolate toy sets on the social interactions of young children with disabilities. The targeted children included 1 girl and 3 boys with significant developmental delay. The study took place within an inclusive Head Start preschool setting. Children included in the study were presented with opportunities to play with the different toy sets on alternating days with their typically developing peers. The results indicate that social toy sets in isolation elicit a higher amount of social interaction compared with isolate toy sets in isolation. Given these preliminary results a discussion on whether or not manipulating toy sets is an effective, efficient, and socially valid means of increasing social interactions in inclusive preschool settings follows. [ABSTRACT FROM AUTHOR]

The aim of this paper is to describe, within the framework of foreign language teaching, the way in which inexperienced Spanish-speaking readers approach a text and develop reading competence. The corpus was constituted by the recorded verbalizations of the linguistic activity that took place during the reading activity of a text in French. In such corpus, different strategies to approach and interpret a text were observed: literal restitutions in L1 as a first approach to the text; repetitions of those restitutions with the purpose of finding a coherent relation between those restitutions, and reformulations of the repetitions, all of which point to the construction of coherence between the repeated idea and the context. The use of these strategies was also observed during readings in English. Similarly, verbal interactions between readers, which re-signify each of these reading strategies, are also analyzed. [ABSTRACT FROM AUTHOR]

The goal of this study was to increase our understanding of the learning-oriented verbal interactions taking place between students during the problem-based learning (PBL) cycle. The verbal interactions of one PBL group of five students throughout an entire PBL cycle were recorded in this data-intensive case study. The verbatim transcript consisting of more than 1,000 utterances was analyzed to investigate whether and how PBL stimulates students towards constructive, self-directed and collaborative learning. Our results demonstrate the occurrence of all above-mentioned learning activities, with 53.3% of episodes being collaborative, 27.2% self-directed and 15.7% constructive. [ABSTRACT FROM AUTHOR]

It has been documented that adolescent mothers are less verbally and emotionally responsive in their interactions with their children compared to adult mothers. These less than optimal adolescent mother/infant interactions have been found to affect the child's healthy growth and development. This small study aimed to identify and characterize the frequency of verbal behaviors exhibited in the infant/adolescent mother dyad during feeding sessions during a baseline phase of a study that employed single subject methodology. An individualized bug-in-the-ear feedback and prompting parent training model was instituted in the intervention phase of the study to improve the frequency and quality of infant-mother interaction. Results of the study clearly revealed low frequency of verbal interaction in the baseline phase. After a structured prompting intervention was instituted there were positive effects in the mother's behaviors which in turn positively impacted infant behavior [ABSTRACT FROM AUTHOR]