“You Can Do It Baby”: Non-Task Talk with an In-Car Speech Enabled System

Molina-Markham, Elizabeth; Over, Brion van; Lie, Sunny; Carbaugh, Donal

doi:10.1080/01463373.2015.1103289

“…By negatively assessing the computer's performance, Miaomiao does not ratify it as a valid participant and linguistic mediator, which leads to Nanyamka's disappointment with the tool, which she humanises when saying "me has fallado" ("you let me down"). Similar phenomena have been observed in Molina-Markham et al (2016), whose study on the interaction between a driver and in-car speech-enabled system showed that the driver talked to the machine in a humanised way. Despite this, Nanyamka insists on positioning the computer as a linguistic mediator and looks for Miaomiao's ratification (see Image 1) of this, thereby collaboratively ratifying the computer as a participant.…”

Section: Nan Nai [((Look At Mia))supporting

confidence: 80%

“…Research has zoomed in on how individuals orient to technological artefacts around them, showing how these artefacts are afforded some of the interactional properties of human participants. For instance, as Molina-Markham et al (2016) indicated, when observing the interaction between a driver and an in-car speech-enabled system, the driver humanised the machine by saying "you can do it baby!" when trying to encourage the system to display its functions well.…”

Section: Linguistic Mediation Within a Digitally-enhanced Learning Co...mentioning

confidence: 99%

Learning English Out of School: An Inclusive Approach to Research and Action

2021

1

0

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This volume reports on the main results of the research project Inclusive epistemologies and practices of out-of-school English learning. The study reacts to low attainment levels in English as a foreign language among socioeconomically disadvantaged youth. The contributors to this volume research teenagers’ existing practices of using and learning English out of school time and implement new, inclusive, nonformal English language educational initiatives. They evaluate the impact of the nonformal English language educational initiatives implemented and support their sustainability and transferability. The project embeds collaborative and arts-based methods into its methodology, fostering inclusive and creative educational practices and ways of knowing.

show abstract

“…By negatively assessing the computer's performance, Miaomiao does not ratify it as a valid participant and linguistic mediator, which leads to Nanyamka's disappointment with the tool, which she humanises when saying "me has fallado" ("you let me down"). Similar phenomena have been observed in Molina-Markham et al (2016), whose study on the interaction between a driver and in-car speech-enabled system showed that the driver talked to the machine in a humanised way. Despite this, Nanyamka insists on positioning the computer as a linguistic mediator and looks for Miaomiao's ratification (see Image 1) of this, thereby collaboratively ratifying the computer as a participant.…”

Section: Nan Nai [((Look At Mia))supporting

confidence: 80%

“…Research has zoomed in on how individuals orient to technological artefacts around them, showing how these artefacts are afforded some of the interactional properties of human participants. For instance, as Molina-Markham et al (2016) indicated, when observing the interaction between a driver and an in-car speech-enabled system, the driver humanised the machine by saying "you can do it baby!" when trying to encourage the system to display its functions well.…”

Section: Linguistic Mediation Within a Digitally-enhanced Learning Co...mentioning

confidence: 99%

Learning English Out of School: An Inclusive Approach to Research and Action

Moore¹

2021

0

View full text Add to dashboard Cite

Official indicators suggest that English as a Foreign Language is one of the school subjects that is most telling of social inequalities in Catalonia, this being the geographical and educational context where the research presented in this volume was carried out. Similar findings are reported in other areas of Europe. This monograph reports on the main findings of the research project 'Inclusive epistemologies and practices of out-of-school English learning (IEP!)' , funded by the Spanish Ministry of Science and Innovation and led by the author of this chapter, which ran from January 2019 until June 2021. The project responded to low attainment levels for English as a Foreign Language among socioeconomically disadvantaged youth in a municipality in the metropolitan area surrounding Barcelona. As part of this project, the contributors to this volume: 1) collaboratively researched teenagers' existing practices of using and learning English out of school time; 2) implemented new, inclusive, nonformal English language educational initiatives; 3) evaluated the impact of the nonformal English language educational initiatives implemented; and 4) supported the sustainability and transferability of the initiatives. The project embedded collaborative and creative ways of working and building knowledge into its methodology, and in this sense, it aimed to contest traditional researcher-researched and logocentric hierarchies of knowledge, and to foster not only inclusive educational practices, but also inclusive epistemologies.

show abstract

“…Research has zoomed in on how individuals orient to technological artefacts around them, showing how these artefacts are afforded some of the interactional properties of human participants. For instance, as Molina-Markham et al (2016) indicated, when observing the interaction between a driver and an in-car speech-enabled system, the driver humanised the machine by saying "you can do it baby!" when trying to encourage the system to display its functions well.…”

Section: Linguistic Mediation Within a Digitally-enhanced Learning Co...mentioning

confidence: 99%

Learning English Out of School: An Inclusive Approach to Research and Action

Moore¹

2021

0

View full text Add to dashboard Cite

Official indicators suggest that English as a Foreign Language is one of the school subjects that is most telling of social inequalities in Catalonia, this being the geographical and educational context where the research presented in this volume was carried out. Similar findings are reported in other areas of Europe. This monograph reports on the main findings of the research project 'Inclusive epistemologies and practices of out-of-school English learning (IEP!)' , funded by the Spanish Ministry of Science and Innovation and led by the author of this chapter, which ran from January 2019 until June 2021. The project responded to low attainment levels for English as a Foreign Language among socioeconomically disadvantaged youth in a municipality in the metropolitan area surrounding Barcelona. As part of this project, the contributors to this volume: 1) collaboratively researched teenagers' existing practices of using and learning English out of school time; 2) implemented new, inclusive, nonformal English language educational initiatives; 3) evaluated the impact of the nonformal English language educational initiatives implemented; and 4) supported the sustainability and transferability of the initiatives. The project embedded collaborative and creative ways of working and building knowledge into its methodology, and in this sense, it aimed to contest traditional researcher-researched and logocentric hierarchies of knowledge, and to foster not only inclusive educational practices, but also inclusive epistemologies.

show abstract

“You Can Do It Baby”: Non-Task Talk with an In-Car Speech Enabled System

Cited by 6 publications

References 24 publications

Learning English Out of School: An Inclusive Approach to Research and Action

Learning English Out of School: An Inclusive Approach to Research and Action

Learning English Out of School: An Inclusive Approach to Research and Action

Learning English Out of School: An Inclusive Approach to Research and Action

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