아동의 말차례 끼어들기 양상에 대한 연구

김정선 ( Jung Sun Kim ) 청람어문교육학회(구 청람어문학회) 2012 청람어문교육 Vol.45 No.-

본 연구의 목적은 34~41개월 아동의 말차례 교체에서 일어나는 끼어 들기의 수행 양상을 살펴보는 데에 있다.이를 위해 아동의 말차례 끼어들기 비율을 조사하였고,말차례 끼어들기의 하위 유형별 출현 빈도와 수행 양상을 분석하였다.분석 대상 아동은 전체 말차례 가운데 평균 4% 정도의 말차례 끼어들기를 하고 있었고,하위 유형별 출현 빈도는 ``우발적 말차례 끼어들기, 비우호적 말차례 끼어들기,우호적 말차례 끼어들기``의 순으로 높게 나타났다.말차례 교체 적정 지점에 대한 판단을 잘못하여 발생하는 우발적 말차례 끼어들기가 높은 빈도로 나타나고 있었다. 우발적 말차례 끼어들기에는 모방 발화나 독백 발화를 수행하며 대화 상대방의 말차례에 중복되는 사례들도 관찰되었는데 이는 아동 대화의 특성으로 파악되었다.또한 반대 의견과 비난 내용을 제시하기 위해,혹은 주제 전환을 위해 수행하는 비우호적 말차례 끼어들기도 높은 빈도로 출현하고 있었다.반면에 대화 진행과 대화 상대방과의 관계를 증진시키는 우호적 말차례 끼어들기는 출현 빈도가 낮게 조사되었다. The purpose of this study is to investigate the turn-taking behaviors among children aged 34-41 months. We investigated the rates of children`s turn-taking interventions and analyzed frequencies and aspects by subcategories of turn-taking interventions. The result shows that 4% of the child participants displayed turn-taking interventions."Accidentalturn-taking intervention,""unfriendly turn-taking intervention,"and"friendly turn-taking intervention"are the most frequent types of subcategories, in the respective order. The frequency is high for accidental turn-taking intervention which is the result of a mistaken judgment on the proper time for turn-taking. Accidental turn-taking behaviors occurred when achild made imitation utterance or monologue utterance simultaneously with the person speaking, and such behavior seems to be a characteristic of child conversation. Also unfriendly turn-taking intervention occurred frequently to either express an objection or blame, or change the subject. On the other hand, the frequency of friendly turn-taking intervention, which helps the progress of the conversation and enhances the relationship with the person speaking with,turns out to be low.

드라마 활동이 학생들의 영어 시간 중 상호작용 신장에 미치는 영향

유미영(Yu, Miyoung),강남준(Kang, Nam-Joon) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.10

논문은 드라마 활동이 얼마나 학생들의 영어수업 시간 중 일어나는 상호작용을 신장 시키고 이러한 활동 중 어떤 요소들이 세 명의 초등학생들이 상호작용 중 차례대로 말하기 (Turn taking) 비율에 영향을 주는 지에 관한 연구이다. 약 한달 간 이 연구에 참여한 학생 들이 다니는 영어 학원 정규 시간에 8번의 실험수업을 하였다. 이중에 2번은 일반 활동으로 수업을 하였고 6번은 드라마 활동을 활용하여 수업하였다. 모든 수업은 비디오 촬영을 하였고 수업 중 있었던 모든 상호작용들을 전사하고 밴 리어의 차례대로 말하기 (Turn taking)와 차례대로 말하기 유형 (Turn initiative types)들을 활용하여 분석하였다. 이는 드라마 활동을 활용한 수업에서 세 명의 참가자들의 상호작용 중 각자가 하는 차례대로 말하기 (Turn taking)의 횟수가 일반 수업에 비해 더 많은지를 비교하며 또한 드라마 활동이 학생들의 차례대로 말하기 (Turn taking initiatives) 유형들에 어떤 영향을 미치는 가를 분석하기 위함이다. 이 실험을 통해 드라마를 활용한 수업에서 학생들의 차례대로 말하기 (Turn taking) 횟수가 일반 수업 보다 더 많아진 것을 확인 하였고 4가지 차례대로 말하기 유형 중에서는 Topic Management가 가장 많이 증가한 것으로 나타났다. 또한 학생들의 인성과 언어수준 그리고 일반적으로 익숙한 학생과 교사관계가 학생들의 상호작용 참여에 영향을 미치는 요인들인 것을 알 수 있었다. 이 연구를 통해 연구자는 드라마 활동이 학습 자들의 수업 중 하는 상호작용에 긍정적인 영향을 미치는 것임을 확인하게 되었고. 따라서 이를 바탕으로 앞으로 학생들의 인성과 언어 수준 또한 일반적인 교사와 학생관계를 유념 하여 개발한 드라마 활동을 활용한 연구가 계속되어 질 것을 기대한다. This paper reports on a case study in which drama activities were used to enhance student interaction and factors that affect learners’ turn taking ratio during the interaction among a group of three young learners. The experiment was conducted over 8 lessons a one-month period at a private English language academy during which the participants took part in. Two regular lessons and six lessons using drama-based activities were conducted. The lessons were videotaped and all the classroom interaction was transcribed and analysed using van Lier’s ‘Turn-taking’ and four ‘Turn Initiative Types’. It was to measure whether the students took more of turn taking in the interaction during the lessons that implied drama based activities than the regular ones. In addition, through the analysis of the video, the researcher tried to explore factors that affect the student’s turn taking frequency and types of turn takings. The results revealed a increase in the number of instances of turn taking ratio in the drama based classes in comparison to that of the regular lessons. For the more, the students made the biggest increase in the Topic Management(TM) amongst other four types of turn initiatives. Also it indicated the role of personality, linguistic level, and familiarity of learning and teaching norm in the lesson as the affective factors. Therefore, the study concluded with an effective role of drama activities for enhancing the students’ participation during the classroom interaction. It also suggests to have further study about reflecting personality and linguistic levels in implying drama based activities in young English learners’ interaction enhancement.

대선 토론 담화에서 나타나는 말차례 끼어들기와 반응하기 현상 연구

박순형(Park soon hyung),최지현(Choi Ji hyeon) 국어문학회 2022 국어문학 Vol.81 No.-

이 연구에서는 2022년 대선 후보자 토론 담화에서의 말차례 끼어들기와 반응하기가 어떤 양상으로 나타나고 있는지에 대하여 구체적으로 밝히고자 하였다. 이를 위한 분석 자료로 2022년 대선 토론 중 ‘방송 3사 합동초청 2022 대선후보 토론’ 및 ‘중앙선거방송토론위원회 주관 초청대상 후보자토론회(정치분야)’를 사용하였다. 각 2시간 분량인 자료 내에서 말차례 끼어들기와 반응하기 현상이 나타난 부분을 전사 후 분석하여 해당 전략이 사용된 빈도수를 집계한 뒤 그 결과를 살펴보았다. 전사한 분량은 약 5,787어절로 공통 주제의 단위로 발화를 묶어 단락을 구분하면 약 170개의 문단이다. 말차례 끼어들기는 우발적 말차례 끼어들기 5.1%, 의도적 말차례 끼어들기가 94.9%로 나타난 것으로 보아 후보자 대부분이 토론 중 말차례 끼어들기를 전략적으로 사용하고 있다고 볼 수 있다. 의도적 말차례 끼어들기에서 우호적 말차례 끼어들기는 ‘청자반응신호 > 친밀감 증진 > 명료화 요청 > 대화 공동 구성’, 비우호적 말차례 끼어들기는 ‘거부·반대하기 > 부정적으로 평가하기 > 발끈하기’, 중립적 말차례 끼어들기는 ‘말차례 순서 짚어주기 > 다음 순서 진행 > 분위기 전환 > 화제 이탈 방지’ 순으로 나타났다. ‘말차례 반응하기’에서는 ‘말차례 유지하기’ 79.8%, ‘말차례 넘기기’가 20.2%로 선행 화자는 말차례 끼어들기에 대하여 자신의 차례를 유지하려고 하는 경향이 큼을 알 수 있다. 말차례 유지하기에서 ‘무시하기 > 짧게 반응 후 유지하기’, 말차례 넘기기에서 ‘발화 중단하기 > 대꾸하기’ 순으로 나타났다. 대선 토론 담화에서는 짧은 시간 내에 후보자들이 유권자들의 선택을 더 많이 받기 위한 뚜렷한 목적을 가지고 임하기 때문에 후보자 자신의 공약과 역량을 돋보이기 위해 말차례 끼어들기와 반응하기를 적극적으로 활용하고 있음을 알 수 있었다. 본 연구는 대선 후보자 토론 2회분만를 대상으로 논의를 진행하였다는 점과 비언어적인 요소 중 후보자들의 행동만을 요소로 다루었다는 점에서 한계가 있으나 기존 토론 담화의 말차례 끼어들기와 반응하기 연구들과는 달리 발생빈도에 대한 분석을 제시하며 계량적인 분석과 기술적인 분석을 모두 다루었다는 점에서 의의를 가질 수 있다고 본다. 향후 토론자의 화법이나 운율적 요소를 함께 고려하여 말차례 끼어들기와 반응하기의 특징은 어떠한 지에 대해 살펴본다면 더 나은 연구 성과를 보일 수 있을 것이다. This study tried to clarify in detail the patterns of turn-taking interrupting and response to them in the 2022 presidential candidate debate discourse. Among the 2022 presidential debates, Joint Invitation in three broadcasting companies 2022 Presidential Candidate Debate and Candidate Debate for Invitation by the National Election Debate Committee were used were used as analysis data. Within each two-hour data, the part turn-taking interrupting and response occurred was analyzed after transcription, the frequency the strategy was used was aggregated, and the results were examined. The transcribed volume is about 5,787 words, which is about 170 paragraphs when the paragraphs are grouped into units of common topics. Turn-taking interrupting was found to be 5.1 percent of accidental turn-taking interrupting and 94.9 percent of intentional turn-taking interrupting. It can be seen that most of the interventions are strategically used by candidates. In intentional turn-taking interrupting, friendly turn-taking interrupting appeared in the order of ‘audience response signal > intimacy request > dialogue co-organization’, ‘rejecting and opposing > evaluating negatively > getting angry’, and the neutral turn-taking interrupting was in the order of ‘pointing out the order of the turn-taking > proceeding the next order > changing the atmosphere > preventing departure from the topic’. Turn-taking response was found to be 78.9 percent of maintaining the turn-taking and 20.2 percent of turn-taking. This is because the preceding speaker has a large tendency to maintain his or her turn regarding the subsequent speakers interrupting in his or her turn. In the maintenance of the turn-taking, it was in the order of ‘ignore > maintenance after a short reaction’, and in the act of passing the turn-taking, it was in the order of ‘stop firing > answering back’. In the presidential debate, it was found that candidates actively use turn-taking interrupting and response, unlike other debates, to highlight their pledges and capabilities, because they have a clear purpose to receive more voters choices in a short period of time. Although this study has limitations in that it dealt with only candidates behavior among nonverbal factors, it is significant in that it presents an analysis of frequency and deals with both quantitative and technical analysis, unlike previous studies. In the future, better research results will be possible if we examine the characteristics of turn-taking interrupting and response in turn by considering the debaters speech method and prosody factors together.

인공와우이식 영유아와 어머니의 발성 차례주고받기 특성

이강은(Gangeun Lee),이영미(Youngmee Lee) 한국언어청각임상학회 2023 Communication Sciences and Disorders Vol.28 No.1

배경 및 목적: 자연스러운 상호작용에서 어머니와 영유아가 발성을 주고받는 것은 초기 의사소통 단계에 해당한다. 본 연구는 발성 차례주고받기에서 나타나는 어머니와 인공와우이식 영유아의 시간적, 양적 요소들을 살펴보고, 이를 건청 영유아와 어머니의 특성과 비교하였다. 방법: 만 2세 이전에 인공와우이식을 받은 12-36개월 사이의 영유아와 어머니 10쌍, 이들과 생활연령을 일치시킨 건청 영유아와 어머니 12쌍이 참여하였다. 어머니와 영유아는 20분 동안 자유놀이 과제를 진행하였다. 결과: 첫째, 어머니의 발성 빈도는 집단 간에 유의한 차이가 없었으나, 영유아의 발성 빈도는 집단 간에 유의한 차이가 있었다. 둘째, 어머니와 영유아간 상호작용에서 발성 차례주고받기 빈도는 집단 간에 유의한 차이가 있었다. 셋째, 발성 차례주고받기에 나타난 어머니의 발성 비율은 집단 간에 유의한 차이가 있었으며, 영유아의 발성 비율은 집단 간에 유의한 차이가 없었다. 넷째, 인공와우이식 영유아의 수용 및 표현언어 점수는 발성 차례주고받기 빈도, 영유아의 발성 빈도, 어머니의 차례주고받기에 나타난 발성 비율과 유의한 정적 상관이 있었다. 논의 및 결론: 본 연구는 인공와우이식 영유아가 건청 영유아에 비하여 어머니 발성에 적게 응답하며, 인공와우이식 영유아의 어머니가 건청 영유아 어머니에 비하여 응답 받지 못하는 발성이 많기에, 인공와우이식 집단의 발성 차례주고받기가 비효율적이라는 점을 시사한다. 본 연구는 인공와우이식 영유아와 어머니의 효율적인 의사소통을 위하여 영유아뿐만 아니라 어머니를 대상으로 한 적절한 중재가 제공되어야 함을 시사한다. Objectives: This study attempted to identify the quantitative characteristics that appear in vocal turn-taking between mothers and toddlers with cochlear implants (CIs) and to examine the relationships between variables of vocal turn-taking and the language development of the CI and typical hearing (TH) group. Methods: Ten pairs of mothers and toddlers with CIs and 12 pairs of mothers and toddlers with TH participated in this study. Their interactions during a 20-minute free-play task were recorded using a digital recorder. Their vocalizations were coded for vocalization, switching pause, turn-taking block, and overlap using the Praat program. Results: Toddlers with TH took more vocal turns with their mothers than did toddlers with CIs. Toddlers with TH produced significantly more vocalizations than toddlers with CIs; however, there was not a significant difference in the frequency of mothers’ vocalizations between the two groups. Mothers in the TH group produced a significantly highter proportion of vocalizations in turn-taking than mothers in the CI group; however, there was not a significant difference in the proportion of toddlers’ vocalizations between the two groups. Language scores were significantly correlated with the frequency of vocal turn-taking, toddlers’ vocalizations, and mothers’ vocalizations in the CI group. Conclusion: These results suggests that toddlers with CIs are not active partners in vocal turn-taking at an earlier age and that mothers are likely to adjust vocal turn-taking formats to their toddlers with CIs. The variables of vocal turn-taking can be a sensitive index to predict language skills in the CI group.

Taking Turns in Class Discussions in English - Exploring Korean Graduate Students" Experiences

Yoon-Kyu Kim(김윤규) 한국외국어교육학회 2007 Foreign languages education Vol.14 No.4

With restrictions in the target language, taking turns in a timely fashion to participate in class discussions can be a challenging task for L2 learners. In order to understand L2 learners" particular choices and behaviors in taking turns in class discussions, an in-depth investigation of their experiences and views contributed by the learners themselves is called for. This paper pursues a qualitative case study on Korean graduate students" experiences and perceptions of taking turns to participate in class discussions in a content course. Analysis of data from interviews, observations, and documents revealed that Korean students perceived language ability, cultural difference, educational background, context/condition, and personality as responsible for the challenges they faced in taking turns in class discussions in English. The Korean students were also aware of the differences between the native speakers and themselves with respect to the strategies applied to gain turns in discussions noting that the native speakers used certain expressions that eased the turn-takes. Contrary to expectations, the Korean students saw L2 proficiency as just one factor involved in obtaining turns in class discussions and highlighted confidence as a crucial factor for success.

Multi-Question Turns in English Conversation

김해연 담화·인지언어학회 2007 담화와 인지 Vol.14 No.2

Kim, Haeyeon. 2007. Multi-Question Turns in English Conversation. Discourse and Cognition 14.2, 51-71. Among many sentence types, questions perform a variety sequential structures and functions in discourse. In doing questioning, speakers observe certain rules such as producing one question in one turn, and one answer in one turn, a question expects an answer, and the answer is usually provided in the immediately next turn, and so on. However, not all questions observe such rules in conversation. This research explores patterns and some aspects of interactional sequences of multi-question turns through an analysis of English conversation. It first classifies multi-question turns into two broad categories: (i) consecutive multi-questions in a single turn, and (ii) discontinuous multi-questions in a single turn. This study also examines multi-question turns in terms of adjacency, showing that adjacency is well observed between questions and answers in multi-question turns when questions occur at the end of the turn. This research also explores interactional sequences and motivations which are responsible for the occurrence of multi-question turns: (i) the current speaker's turn continuation and lack of recipient uptake, (ii) repair, especially, elaboration repair, (iii) seeking confirmation, (iv) checking understanding, and (v) signaling the current speaker's emotional attitudes or stance. Finally, this research suggests that interaction-based research on multi-question turns in their sequential contexts can provide a better way of understanding social actions reflected in the use of multi-question turns in communicative contexts. (Chung-Ang University)

The Machinery of Turn-taking in L2 Instructed Talk-in-interaction

정은혁 팬코리아영어교육학회 2009 영어교육연구 Vol.21 No.3

Although various aspects of instructed discourse have been intensively investigated, relatively few studies have closely examined turn-taking systems in the L2 pedagogical context. Moreover, no study to date has analyzed in detail the turn-taking organization of L2 instructional discourse within differing participation frameworks (i.e., interactional task types). This study aims to examine how the patterns of turn-taking in classroom discourse vary according to different participation frameworks. Classroom data were videotaped and transcribed following the conversation-analytic methodology. The results show that participation frameworks play a crucial role in determining the turn-taking sequences in pedagogical interactions. The turn-taking system in teacher-fronted tasks was characterized mainly by IRF sequences. Several other unique features specific to institutional discourse were manifested in these tasks, such as the turn-initiation techniques by students, dual interactional patterns, a single party talk, longer gaps, and gazing as a turn-allocation device. In role-playing tasks, which normally involve two official interlocutors, the teacher could be considered to be another official participant due to her frequent, supportive, and evaluative intervention.

Multi-Question Turns in English Conversation

Haeyeon Kim(김해연) 담화·인지언어학회 2007 담화와 인지 Vol.14 No.2

Among many sentence types, questions perform a variety sequential structures and functions in discourse. In doing questioning, speakers observe certain rules such as producing one question in one turn, and one answer in one turn, a question expects an answer, and the answer is usually provided in the immediately next turn, and so on. However, not all questions observe such rules in conversation. This research explores patterns and some aspects of interactional sequences of multi-question turns through an analysis of English conversation. It first classifies multi-question turns into two broad categories: (i) consecutive multi-questions in a single turn, and (ii) discontinuous multi-questions in a single turn. This study also examines multi-question turns in terms of adjacency, showing that adjacency is well observed between questions and answers in multi-question turns when questions occur at the end of the turn. This research also explores interactional sequences and motivations which are responsible for the occurrence of multi-question turns: (i) the current speaker's turn continuation and lack of recipient uptake, (ii) repair, especially, elaboration repair, (iii) seeking confirmation, (iv) checking understanding, and (v) signaling the current speaker's emotional attitudes or stance. Finally, this research suggests that interaction-based research on multi-question turns in their sequential contexts can provide a better way of understanding social actions reflected in the use of multi-question turns in communicative contexts.

Managing turn-taking through beep sounds by Bixby: Applying conversation analysis to human-chatbot interaction constructions

라지영,이요안 경희대학교 언어정보연구소 2023 언어연구 Vol.40 No.-

This paper explores turn-taking between users and Bixby, a Samsung voiceassistant. While using a simplified turn-taking system designed to guide users, Bixby doesnot fully understand and replicate the complex turn-taking system that characterizes humaninteraction. Utilizing Conversation Analysis (CA), this paper highlights the limitations ofBixby’s turn-taking system, which relies on mechanical cues such as ding↓↑ to indicate turninitiation and turn completion. These cues prove inadequate in accommodating the dynamicnature of human interaction, causing confusion in users regarding when and how to talkto the digital assistant. Users often predict turn endings based on their familiarity with humanturn-taking, which is often incompatible with Bixby’s rigid turn-taking mechanisms. Thisstudy incorporates insights form CA and applies sequential analysis to interactions betweenhumans and the voice digital assistant to explicate how Bixby’s turn-taking mechanisms becomeproblematic. This information helps explore ways to improve these interactions.

日本語会話の発話権にかかわる話し手の笑いの役割 -タ-ンの

영전유기 ( Nagata Yuki ) 한국일어교육학회 2015 일본어교육연구 Vol.0 No.31

本稿では、笑いと発話権の移行の關連性を明らかにするため、話者交替の基本單位であるタ一ンに注目し、話し手の笑いを「タ一ンの一部」または「タ一ン」、受け手の笑いを「あいづち」としての笑いと位置づけ、話し手による「タ一ンの一部」または「タ一ン」としての笑いが発話権の移行とどのようにかかわるのかを明らかにすることを目的とした。「タ一ンの一部」としての笑いは、タ一ンの冒頭に現れて発話権を獲得し、タ一ンの中間部に現れて発話権を維持し、タ一ンの末尾に現れて発話権を釀渡したりすることが明らかになった。その際、笑いは會話の中でフィラ一のような役割を持ったり 應答などの何らかの意味を表したりしながら、発話権の所在を決定づける役割を持つことがわかった。また、「タ一ン」としての笑いは、應答の発話のように何らかの意味を持つタ一ンとして現れたり、連鎖的に「タ一ン」としての笑いが現れることで話者交替を行い、会話の連鎖を作り出していくこともできるなど、話し手の笑いが会話の連鎖を生み出す重要な裝置となっていることがわかった。 This study observed laughter produced by a current speaker in order to explain the relevance of the turn-taking and laughter. Focusing on the basic unit of turn-taking, the laughter of the current speaker can be regarded as ``a part of a turn`` or ``a turn``, while laughter of a recipient``s as ``a back channel``. Laughter seemed to have some roles to determine the movement of the turn. The speaker can take his turn by eliciting laughter in the beginning of the turn, and sustain his turn by eliciting laughter in the middle part of his turn, and may end his turn by eliciting laughter at the end of his turn. The laughter as ``a turn`` can appear as an utterance at the second pair of the adjacency pair (such as question-answer), or appear as an utterance to produce turn-taking sequences. These point out that laughter plays an role as an important device for determining the movement of turns and producing the sequences of turns in the conversation.