scholarly journals Analyzing Advising Sessions for Rapport-Building Discursive Elements

2021 ◽  
pp. 195-212
Author(s):  
Aslıhan Tuğçe Güler
Keyword(s):  
Discourse Analysis ◽  
Rapport Building ◽  
Discourse Functions ◽  
Building Rapport

This study investigates the bond between the learning advisors and advisees that is presumed to be established by building rapport in the very first advising session through the use of intentional reflective dialogues. Applying basic advising strategies with the assistance of a structured dialogue eases the process of building rapport between the learning advisors and learners. Investigating this bond in terms of discursive functions of the talk between the advisors and advisees during advising sessions gives the opportunity to explore the concept of building rapport from a linguistic perspective. With respect to methodology, a corpus-based discourse analysis was adopted, and the analysis was performed on the recorded and transcribed talks of eight participants in four different advising sessions. The results of the study confirmed that rapport between the advisors and advisees can be built even in the very first advising session employing various rapport-building discourse functions. The results also provide insight and useful feedback to the learning advisors in the field as well as being input for the advising discourse.

Session 1: Introduction to Treatment and Rapport Building

2012 ◽  
pp. 29-34
Author(s):  
R. Lindsey Bergman
Keyword(s):  
Rapport Building ◽  
Therapy Room ◽  
Reward Program ◽  
Building Rapport ◽  
First Session

Chapter 3 presents a guide for the first session of the treatment, and considers the child's comfort in the therapy room, goals and rationale for treatment, the reward program, building rapport and homework assignments.

At-home ethnography: a native researcher’s fieldwork reflections

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Azher Hameed Qamar
Keyword(s):  
Primary Objective ◽  
Content Type ◽  
Ethnographic Fieldwork ◽  
Fieldwork Experience ◽  
Rapport Building ◽  
Contextual Sensitivity ◽  
Native Context ◽  
Access To The Field ◽  
Building Rapport ◽  
At Home

PurposeIn last few decades, the native anthropology has been highlighted for its potential to immediately grasping cultural familiarity, contextual sensitivity, and rapport building. Nevertheless, detachment from the native context is also seen as a challenge for the native researcher. This paper aims to provide invaluable information about the fieldwork experience of the author as a native researcher in rural Punjab Pakistan. The author presents and reflects the fieldwork challenges faced and the strategies used to overcome the challenges. The primary objective of this paper is to discuss the methodological strategies to face the challenges of doing at-home ethnography.Design/methodology/approachThis paper is based on ethnographic fieldwork conducted in native context.FindingsDealing with contextual complexity and sensitivity with the author’s native learning, the author used native knowledge as a useful resource to investigate insider’s perspective on infant care belief practices. Furthermore, the author addressed the challenges related to building rapport, gaining friendly access to the families and children, and setting aside presumptions. The author discusses the strategies opted, such as selecting a research assistant, gaining access to the field, planning fieldwork and bracketing native presumptions.Practical implicationsThis paper provides important insight of at-home ethnography and technical understanding to conduct fieldwork in native contexts.Originality/valueBased on my ethnographic fieldwork, this article contributes in contemporary debates on the challenges in doing at-home ethnography.

scholarly journals Not a study of English! A corpus analysis of discourse features in spoken Burmese

2019 ◽  
Vol 21 ◽  
pp. 75-92
Author(s):  
San San Hnin Tun
Keyword(s):  
Discourse Analysis ◽  
Comparative Analysis ◽  
Discourse Markers ◽  
Corpus Analysis ◽  
Research Project ◽  
Spoken Discourse ◽  
One To One ◽  
Lexical Items ◽  
Discourse Functions

This paper is part of a larger research project on the ‘Comparative analysis of discourse markers in Burmese and in English’, and the product of my attempt to identify so-called particles in Burmese in terms of their discourse functions. Particles are bound morphemes, many of which do not have one-to-one equivalents in English. In traditional grammars, these lexical items are usually described in terms of their syntactic distribution: these studies present different kinds of sentential environments, but often fall short of a systematic generalization describing their semantic or pragmatic properties. A corpus-based study of spoken Burmese in different genres, within the framework of Discourse Analysis, suggests that particles often have prominent discourse functions, and many are in fact used primarily for their discourse functions in natural spoken discourse, in which propositional meaning remains the same with or without the particles.

scholarly journals Avoiding the Unhappy Patient by Building Rapport in the Internet Age

2019 ◽  
Vol 35 (02) ◽  
pp. 210-213
Author(s):  
Eugene Kern ◽  
Oren Friedman
Keyword(s):  
Body Dysmorphic Disorder ◽  
Psychological Intervention ◽  
Body Language ◽  
Active Listening ◽  
Patient Relationship ◽  
Internet Age ◽  
Patient Interview ◽  
Rapport Building ◽  
Building Rapport ◽  
Preoperative Patient

AbstractThe dynamics of the doctor–patient relationship has been complicated as more patients seem to expect perfection in this age of selfies and Internet postings. The preoperative patient interview is critical to recognize both body language clues and subtle but apparent red flags to avoid rhinoplasty on potentially unhappy patients. This interview should include routine use of a body dysmorphic disorder screening questionnaire since legions of these patients are undiagnosed prior to surgery and few, if any, are ever satisfied with even an excellent surgical result. These patients need diagnosis and psychological intervention—not surgery. Rapport is critical to patient and surgeon's satisfaction; therefore, it is valuable to practice the ABC's of rapport building: 1) active listening, (2) positive body language, and (3) candor.

Syntax, Discourse Analysis, and Translation Studies

Babel ◽  
1997 ◽  
Vol 43 (2) ◽  
pp. 126-137 ◽  
Author(s):  
Sonia Colina
Keyword(s):  
Discourse Analysis ◽  
Recent Literature ◽  
Translation Studies ◽  
Translation Theory ◽  
Text Linguistics ◽  
Formal Systems ◽  
Discourse Functions ◽  
And Linguistics ◽  
Professional Translator

Abstract The linguistics of the 60s and 70s did not prove to be of much help to translation and translation theory, due to the emphasis placed on languages as formal systems. However, newer directions of linguistics research which focus on the communicative function of language, such as text linguistics, discourse analysis, pragmatics, have much to offer to translation studies. This paper shows how discourse analysis can be applied to translation and highlights some of the benefits of knowledge of linguistics and discourse analysis for the translation teacher, the student and the professional translator. In addition, it joins recent literature on translation studies and linguistics (House and Blum-Kulka 1986; Hatim and Mason 1990; Neubert and Shreve 1992; Baker 1992) in calling for a more influential role of linguistics in translation studies and translation theory. Working within discourse analysis and, in particular, syntax in discourse, i.e. discourse functions of syntactic constructions, the present study examines the discourse functions of the passive in Spanish and in English. The paper first presents a contrastive description of the textual functions of the passive in English and in Spanish based on a corpus of original texts in both languages. Then a discourse-based explanation for the differences is provided. Finally, the author examines the solutions found in translation as well as the analysis' efficiency in predicting and/or explaining such solutions. Résumé La linguistique des années 60 et 70, période pendant laquelle la langue était conçue comme un système formel, ne se prêtait pas bien à la traduction et à sa théorie. La recherche portant sur la linguistique a depuis changé d'orientation; on reconnaît maintenant l'aspect communicatif de la langue. On accorde donc une importance particulière à la linguistique, à l'analyse du discours et à la pragmatique, entre autres, ce qui se prête beaucoup mieux au concept de la traduction. La présente étude démontre comment on peut appliquer l'analyse de la rédaction à la traduction et souligne quelques-uns des avantages qu'offre la connaissance de cette analyse et de la linguistique pour l'enseignant, l'étudiant et le traducteur professionnel. De plus, l'auteur se joint aux auteurs d'études récentes portant sur la traduction et la linguistique (House et Blum-Kulka, 1986; Hatim et Mason, 1990; Neubert et Shreve, 1992; Baker, 1992) en recommandant un rôle plus important pour la linguistique dans l'étude et la théorie de la traduction. A l'aide d'une analyse du discours, et plus particulièrement de la syntaxe, c'est-à-dire de la fonction de la syntaxe dans la rédaction, le rapport examine l'emploi du passif dans les langues espagnole et anglaise. On établit d'abord le contraste entre la fonction textuelle du passif dans la langue anglaise et celle dans la langue espagnole en étudiant un corpus de textes dans les deux langues. On explique ensuite la différence du point de vue de la rédaction. Enfin, l'auteur examine les solutions qu'apporte la traduction et l'efficacité de l'analyse pour prévoir et pour expliquer ces solutions.

scholarly journals Rapport in distance education

2012 ◽  
Vol 13 (1) ◽  
pp. 167 ◽  
Author(s):  
Elizabeth Murphy ◽  
María A. Rodríguez-Manzanares
Keyword(s):  
Distance Education ◽  
Teacher Behaviour ◽  
Face To Face ◽  
Fine Grained ◽  
Teacher Workload ◽  
Teachers And Students ◽  
Rapport Building ◽  
Communication Challenges ◽  
Teacher Professional ◽  
Building Rapport

<p>Rapport has been recognized as important in learning in general but little is known about its importance in distance education (DE). The study we report on in this paper provides insights into the importance of rapport in DE as well as challenges to and indicators of rapport-building in DE. The study relied on interviews with 42 Canadian high-school DE teachers. Findings revealed that rapport is necessary in DE because of the absence of face-to-face communication. Challenges to building rapport relate to the geographic dispersion of students, the asynchronous nature of DE, teacher workload, limits of the software, teachers and students not seeing the need for rapport, and DE traditions. We identified six categories of rapport-building in DE as follows: <em>Recognizing the person/individual; Supporting and monitoring; Availability, accessibility, and responsiveness; Non text-based interactions; Tone of interactions; Non-academic conversation/interactions</em>. We break the categories into subcategories and provide indicators for each one. The indicators might also be used in contexts of DE teacher professional development as a springboard for discussion, or, more prescriptively, as guides to DE teacher behaviour. A follow-up study using a more fine-grained focus on specific indicators might provide insights into specific rapport-related behaviours.</p>

scholarly journals Rapport building and witness memory: Actions may ‘speak’ louder than words

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0256084
Author(s):  
Zacharia Nahouli ◽  
Coral J. Dando ◽  
Jay-Marie Mackenzie ◽  
Andreas Aresti
Keyword(s):  
Superiority Effect ◽  
Recall Accuracy ◽  
Recall Phase ◽  
Police Interviews ◽  
Interview Condition ◽  
Rapport Building ◽  
Witness Memory ◽  
Mock Crime ◽  
Building Rapport ◽  
The Impact

Building rapport during police interviews is argued as important for improving on the completeness and accuracy of information provided by witnesses and victims. However, little experimental research has clearly operationalised rapport and investigated the impact of rapport behaviours on episodic memory. Eighty adults watched a video of a mock crime event and 24-hours later were randomly allocated to an interview condition where verbal and/or behavioural (non-verbal) rapport techniques were manipulated. Memorial performance measures revealed significantly more correct information, without a concomitant increase in errors, was elicited when behavioural rapport was present, a superiority effect found in both the free and probed recall phase of interviews. The presence of verbal rapport was found to reduce recall accuracy in the free recall phase of interviews. Post-interview feedback revealed significant multivariate effects for the presence of behavioural (only) rapport and combined (behavioural + verbal) rapport. Participants rated their interview experience far more positively when these types of rapport were present compared to when verbal (only) rapport or no rapport was present. These findings add weight to the importance of rapport in supporting eyewitness cognition, highlighting the potential consequences of impoverished social behaviours for building rapport during dyadic interactions, suggesting ‘doing’ rather than simply ‘saying’ may be more beneficial.

Using Others’ Words

2005 ◽  
Vol 48 (1) ◽  
pp. 137-156 ◽  
Author(s):  
Julie A. Hengst ◽  
Simone R. Frame ◽  
Tiffany Neuman-Stritzel ◽  
Rachel Gannaway
Keyword(s):  
Discourse Analysis ◽  
Reported Speech ◽  
Conversational Interaction ◽  
Coding Scheme ◽  
Everyday Activities ◽  
Discourse Practices ◽  
Communication Partners ◽  
Discourse Functions ◽  
Discourse Practice ◽  
At Home

Reported speech, wherein one quotes or paraphrases the speech of another, has been studied extensively as a set of linguistic and discourse practices. Researchers agree that reported speech is pervasive, found across languages, and used in diverse contexts. However, to date, there have been no studies of the use of reported speech among individuals with aphasia. Grounded in an interactional sociolinguistic perspective, the study presented here documents and analyzes the use of reported speech by 7 adults with mild to moderately severe aphasia and their routine communication partners. Each of the 7 pairs was videotaped in 4 everyday activities at home or around the community, yielding over 27 hr of conversational interaction for analysis. A coding scheme was developed that identified 5 types of explicitly marked reported speech: direct, indirect, projected, indexed, and undecided. Analysis of the data documented reported speech as a common discourse practice used successfully by the individuals with aphasia and their communication partners. All participants produced reported speech at least once, and across all observations the target pairs produced 400 reported speech episodes (RSEs), 149 by individuals with aphasia and 251 by their communication partners. For all participants, direct and indirect forms were the most prevalent (70% of RSEs). Situated discourse analysis of specific episodes of reported speech used by 3 of the pairs provides detailed portraits of the diverse interactional, referential, social, and discourse functions of reported speech and explores ways that the pairs used reported speech to successfully frame talk despite their ongoing management of aphasia.

UP-C Session 1: Introduction to the Unified Protocol for the Transdiagnostic Treatment of Emotional Disorders in Children

2017 ◽  
pp. 181-206
Author(s):  
Jill Ehrenreich-May ◽  
Sarah M. Kennedy ◽  
Jamie A. Sherman ◽  
Emily L. Bilek ◽  
Brian A. Buzzella ◽  
...  
Keyword(s):  
Emotional Disorders ◽  
Family Members ◽  
Motivational Enhancement ◽  
Transdiagnostic Treatment ◽  
Unified Protocol ◽  
Rapport Building ◽  
Building Rapport ◽  
Three Components ◽  
First Session

Chapter 11 introduces the UP-C to children and their families. The main goal of this session is to introduce the model of treatment to the children and their families, and to begin fostering a relationship among the children, between the children and therapists, and between family members and therapists. To that end, it is most important for the therapist to focus on rapport building and motivational enhancement throughout the first session. The children are introduced to the purpose of emotions and begin to build emotion awareness skills. The parent session introduces parents to the structure of treatment and to the three components of an emotion, as well as building rapport among the parents and among parents and therapists.

scholarly journals CONSTRUCTING TEACHER’S SELF-ASSESSMENT OF RAPPORT BUILDING IN EFL CLASSROOM

2017 ◽  
Vol 9 (2) ◽  
pp. 89 ◽  
Author(s):  
Muhamad Nova
Keyword(s):  
Design Research ◽  
High Reliability ◽  
Classroom Interaction ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Self Monitoring ◽  
Efl Teachers ◽  
Rapport Building ◽  
Positive Social Interaction ◽  
Building Rapport

A good education is not only about academics, but also the positive social interaction in classroom. Therefore, there is a need to build rapport in classroom interaction. In building rapport, EFL teachers need to conduct several activities, and through self-assessment, teachers can monitor and evaluate their own teaching for professional development. However, self-assessment instrument for building rapport has not been developed yet by any researchers. To fill the needs, this study is established to construct a self-assessment for teacher in building rapport in EFL classroom. By applying design research from a curriculum perspective, the results revealed a self-assessment instrument of maintaining rapport for EFL teacher. The Cronbach’s alpha coefficient (α = .928) of this instrument indicated high reliability and the instrument can be considered a reliable instrument to be used for the study sample. EFL teachers can do self-monitoring and self-evaluation on their rapport building in classroom interaction. Additionally, further research in investigating the effect of using this instrument in assessing teacher’s quality is required.

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