Book review: JUNKO MORI, Negotiating Agreement and Disagreement in Japanese: Connective Expressions and Turn Construction. Amsterdam/Philadelphia: John Benjamins, 1999. xii + 240 pp: HIROKO TANAKA, Turn-Taking in Japanese Conversation: A Study in Grammar and Interaction. Amsterdam/Philadelphia: John Benjamins, 1999. xiii + 242 pp

2002 ◽  
Vol 4 (1) ◽  
pp. 120-126 ◽  
Author(s):  
S. L. Saft
2019 ◽  
Vol 43 (2) ◽  
pp. 402-443
Author(s):  
Michael C. Ewing

Abstract Descriptions of Indonesian usually take the clause as the starting point for analysing grammatical structure and rely on the notion of ellipsis to account for the way speakers actually use language in everyday conversational interaction. This study challenges the status of “clause” by investigating the structures actually used by Indonesian speakers in informal conversation and it demonstrates that the predicate, rather than the clause, plays a central role in the grammar of Indonesian conversation. The preponderance of predicates in the data that do not have explicit arguments suggests that this format is best viewed as the default. When a predicate is produced without overt arguments, reconstructing what arguments may have been elided is often ambiguous or indeterminate and seems to be irrelevant to speakers. An examination of turn-taking, overlap and incrementing in conversation also shows that predicates, rather than full clauses, are the grammatical format participants regularly orient to.


2002 ◽  
Vol 31 (5) ◽  
pp. 803-807
Author(s):  
Shoko Ikuta

Both volumes under review cover the same topic, turn-taking in Japanese in comparison with English. While Furo compares Japanese and English data, Tanaka focuses on the analysis of Japanese data, but nonetheless keeps a cross-cultural perspective on turn-taking. Both are dealing with a now flourishing area, the interface of grammar and interaction, based on the model of turn-taking proposed by Sacks, Schegloff & Jefferson 1974 and the work by Ford & Thompson 1996. Through the study of turn-taking, Tanaka aims at exploring the interrelationship of grammar and interaction, and Furo attempts to reveal how aspects of language – grammar, intonation, and semantics – and interaction influence one another, and how they are intertwined in discourse. Both volumes emerged from doctoral dissertations, Tanaka's at Oxford and Furo's at Georgetown University. Despite many similarities, including some of the findings, their approaches and presentations are quite different.


2019 ◽  
Vol 62 (9) ◽  
pp. 3397-3412
Author(s):  
Michelle I. Brown ◽  
David Trembath ◽  
Marleen F. Westerveld ◽  
Gail T. Gillon

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.


2014 ◽  
Vol 17 (1) ◽  
pp. 4-16
Author(s):  
Jade H. Coston ◽  
Corine Myers-Jennings

To better prepare the professionals and scholars of tomorrow in the field of communication sciences and disorders (CSD), a research project in which undergraduate students collected and analyzed language samples of child-parent dyads is presented. Student researchers gained broad and discipline-specific inquiry skills related to the ethical conduct of research, the literature review process, data collection using language assessment techniques, language sample analysis, and research dissemination. Undergraduate students majoring in CSD developed clinical research knowledge, skills, and dispositions necessary for future graduate level study and professional employment. In addition to the benefits of student growth and development, language samples collected through this project are helping to answer research questions regarding communicative turn-taking opportunities within the everyday routines of young children, the effects of turn-taking interactions on language development, and the construct validity of language sampling analysis techniques.


1999 ◽  
Vol 16 (1) ◽  
pp. 71
Author(s):  
A. M. Heagerty

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