Culture-Specific Aspects of Turn-taking: An Analysis of Conversations in a Saudi Context

Almakrob, Ahmed Yahya

doi:10.2139/ssrn.3621264

Cited by 4 publications

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“…As per pragmatics research by Yakushkina (2018), gender plays a significant role in how people take turns speaking, with the majority of conversational patterns being dominated by men. Gender and turn-taking haven't been studied in the foreign language classroom, despite the importance of gender in the students' conversational habits in an academic setting (Almakrob & Al-Ahdal, 2020;Martínez, 2018;Maria, 2018;Yakushkina, 2021). With an emphasis on floor management, linguistic methods of conveying conversational styles, and interactive content in regard to gender, Yakushkina explores gender as enacted in turn-taking organizations in the Spanish language classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

Discourse in an EFL setting

Almuhailib

2021

lingcure

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Turn taking is an important micro-skill in conversation and being governed to some extent by the cultural context, it may need to be explicitly taught while training learners for proficiency, interactional success, and performance in a foreign language. The premise is that these learners are being trained to fulfil a prospective need for interaction with native or second language speakers. Moreover, in the language classroom, smooth functioning and transfer of information can only be ensured when learners’ current turn taking patterns and the desirable ones are compared. This study aims to observe the active factors in the process of turn taking using Sacks et al.'s (1978) as the theoretical basis in the first year tutorial EFL class with a total of eight intermediate and upper intermediate learners at Qassim University, KSA. Video recorded data from twelve speaking skills analysed using a speech analysis software (Praat V 6.2.22 version) along with time notations, discourse particles, overlaps, and turn transfer notes taken simultaneously. Data showed that the EFL learners most frequently took self-select (241 times) as the form of turn taking while the role of particles in turn transfer was minimal, indicating the learners’ poor paralinguistic skills in English.

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Section: Literature Reviewmentioning

confidence: 99%

Discourse in an EFL setting

Almuhailib

2021

lingcure

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Grammatical awareness and language performance: examining gendered differences among Saudi EFL (English as a foreign language) learners

Alharbi

2022

F1000Res

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Background: Despite the many studies that have been conducted on the learners of English as a foreign language (EFL) regarding grammar ability in various contexts, some gaps are still unbridged and need researching. Therefore, this study addresses the research gap in the Saudi context concerning the grammatical competence of Saudi EFL (English as foreign language) learners. Methods: This study described the Saudi EFL learners’ level of awareness in developing grammatical forms. It also assessed Saudi EFL students' level of performance in grammar learning. Finally, it quantitatively explored what, if any, gendered differences exist in the grammar acquisition of Saudi EFL learners. The study employed descriptive and inferential statistics to analyze the data. The study sample comprised 50 Saudi EFL students out of the population of 120 students enrolled in EFL programs at Qassim University, Saudi Arabia with sample size being determined using online sampling calculator Raosoft. Results: The results of the present study show that the Saudi EFL learners manifest a favorable level of awareness in developing grammatical forms while they still not having attained mastery of English grammar. Results also indicate that grammatical competence and level of awareness are more advanced among the Saudi EFL female learners compared to their male counterparts. Conclusions: The outcomes of this research imply that Saudi EFL learners have sufficient performance in grammar learning but need further nurturance. Implications of this study will serve as a basis for English language learning development interventions in the benefit of the students.

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Lebanese conversational style and cultural values

Louis

Khoudary

2021

Intercultural Pragmatics

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This paper investigates the Lebanese conversational style in relation to Lebanese cultural values. The study adopts a discourse analysis approach based on interactional sociolinguistic methodology for the analysis of audio-recordings and semi-structured interviews involving Lebanese nationals (multi-active culture) and members of linear-active cultures, in addition to participant observation. Four distinctive linguistic features characterizing the Lebanese conversational style are identified: topic (focus on personal topics and abrupt topic shift), pacing (overlap and fast pace), expressive phonology and intonation, and formulaic language. The findings of this study reveal that the Lebanese have a high-involvement conversational style as a result of their cultural values which reflect those of high-context, multi-active and collectivist cultures. Furthermore, a connection is made between cultural and communicative differences which can account for instances of stereotyping and misunderstandings between members of the two cultural groups.

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Culture-Specific Aspects of Turn-taking: An Analysis of Conversations in a Saudi Context

Cited by 4 publications

References 0 publications

Discourse in an EFL setting

Discourse in an EFL setting

Grammatical awareness and language performance: examining gendered differences among Saudi EFL (English as a foreign language) learners

Lebanese conversational style and cultural values

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