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Interactional Context (interactional + context)

Distribution by Scientific Domains

Humanities and Social Sciences	100%

Selected Abstracts

Interactional Context and Feedback in Child ESL Classrooms

MODERN LANGUAGE JOURNAL, Issue 4 2003
Rhonda Oliver
This article reports on an empirical investigation of the role of interactional context in exchanges between teachers and learners in ESL classrooms. The teacher,learner exchanges were categorized as being primarily focused on content, communication, management, or explicit language. Results suggest that the context of the exchange affected both teachers' provision of feedback and learners' modifications to their original utterances following feedback. Teachers were most likely to provide feedback in exchanges that were focused on explicit language and content; learners were most likely to use feedback provided in explicit language-focused exchanges. Feedback was seldom used in content exchanges and never in management contexts. This study suggests that the importance of the interactional context should not be underestimated when discussing feedback in second language classroom settings. [source]

Play and emotional availability in young children with Down syndrome

INFANT MENTAL HEALTH JOURNAL, Issue 2 2008
Paola Venuti
This study investigates mother,child interaction and its associations with play in children with Down syndrome (DS). There is consensus that mother,child interaction during play represents an important determinant of typical children's play development. Concerning children with DS, few studies have investigated mother,child interaction in terms of the overall emotional quality of dyadic interaction and its effect on child play. A sample of 28 children with DS (M age = 3 years) took part in this study. In particular, we studied whether the presence of the mother in an interactional context affects the exploratory and symbolic play of children with DS and the interrelation between children's level of play and dyadic emotional availability. Children showed significantly more exploratory play during collaborative play with mothers than during solitary play. However, the maternal effect on child symbolic play was higher in children of highly sensitive mothers relative to children whose mothers showed lower sensitivity, the former displaying more symbolic play than the latter in collaborative play. Results offer some evidence that dyadic emotional availability and child play level are associated in children with DS, consistent with the hypothesis that dyadic interactions based on a healthy level of emotional involvement may lead to enhanced cognitive functioning. [source]

Gossip as strategy: The management of talk about others on reality TV show ,Big Brother'

JOURNAL OF SOCIOLINGUISTICS, Issue 2 2004
Joanna Thornborrow
In this paper we examine the nature of gossip talk as an activity type in the context of the TV game show ,Big Brother'. Using a detailed analytic approach to the situated nature of gossip sequences, we show how participants in the show manage gossip talk strategically to establish social relationships within the house, as well as to present themselves in a positive way to the viewing (and voting) audience. We argue that there is a contextual double framing for talk in the Big Brother (BB) house which participants are orienting to, both as members of a social group, and as players in a TV game show. The paper thus contributes to existing work on the social function of gossip, as well as exploring its strategic function in this particular interactional context, calling into question the nature of ,natural' discourse. [source]

The telling or the tale?

JOURNAL OF SOCIOLINGUISTICS, Issue 2 2000
Narratives, gender in adolescent friendship networks
The paper analyses the narratives told between adolescent friends, recorded in single-sex friendship groups with a fieldworker. It confirms the importance of narratives in the construction of friendship and, specifically, in the interpretation of past experience according to peer group norms. The link between the self and others is different in the narratives told by the male friends and the female friends. The boys establish a sense of group identity through the joint activity of ,telling', whilst for the girls the links are between individual selves, constructed through their tales. Key figures in the friendship groups take the lead in demonstrating how events are interpreted. The same speaker uses styles that could be labelled ,competitive' and styles that could be labelled ,cooperative', depending on the interactional context. [source]