An analysis of turn taking organization strategies of the host phoebe trần in 8 ielts show – season 1 on VTV7

The researcher uses observational qualitative method since it analyzes the data in the form of words descriptively, not in the form of percentage or numeral, bases on turn taking strateg

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATINAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATINAL STUDIES FACULTY OF POST-

: English Linguistics : 8220201.01

: Nguyen Thi Viet Nga, PhD

HANOI – 2018

I hereby declare that this thesis entitled “An analysis of turn-taking

organization strategies of the host Phoebe Trần in 8 Ielts show – season 1 on

VTV7” was carried out by me for MA degree of English Linguistics under the

guidance and supervision of PhD Nguyen Thi Viet Nga, Academy of Journalismand Communication, Hanoi and University of Languages and InternationalStudies’s regulations

The interpretations put forth are based on my reading and understanding ofthe original texts and they are not published anywhere in the form of books,monographs or articles The other books, articles and websites, which I have madeuse of are acknowledged at the respective place in thetext

For the present thesis, which I am submitting to the ULIS, no degree ordiploma or distinction has been conferred on me before, either in this or in any otherUniversity

Place: Hanoi

Date: November 2018

Research Student

my committee members of the foreign language faculty at University of Languagesand International Studies, Vietnam National University, Hanoi for giving mepermission to commence this thesis in the first instance, as well as encouraging me

to go ahead with my thesis

In addition, I also like to extend huge, warm thanks to my good friends,colleagues for their valuable advice, constructive criticism, and their extensivediscussions during my thesis progress Especially, I gratefully acknowledge thestaffs of Faculty of Postgraduate Studies for their helpful comments, unfailingsupport and assistance

Last but not the least, I take this opportunity to sincerely acknowledge myparents, siblings whose love, financial assistance, real inspiration enabled me tocomplete this work

This thesis elaborates on the phenomenon of turn-taking from Phoebe – thecharming host of “8 Ielts” educational television showand her turn control strategiesshe adopts The aim of the study is to describe the ways Phoebe uses utteranceexchange signals in each turn-taking.Following the turn-taking model proposed byAnna Brita Stenstrom (1994), the hostess will certainly applies strategies to claim,keep or yield the turn but not all mechanisms are used because their distinctfunctions The thesis also demonstrates dominant turn-control strategies from hosts

in the perspective of semi-institutional setting

The researcher uses observational qualitative method since it analyzes the data

in the form of words descriptively, not in the form of percentage or numeral, bases

on turn taking strategies found in Phoebe’s utterances with guests and usesconversation analysis as an approach because fit to the centre of attention of thisstudy that is analyzing phenomena of talk in interaction

The result of the research shows that the three turn taking strategies including taking, turn-holdingand turn-yielding are correlated each other And these strategiesare found in every conversation Especially, taking over/ repetition/ promptingstrategies are operated most

turn-Practically, the present study helps readers have more understanding andknowledge about the turn taking strategies and can applied it in their daily life inorder to get easy of conversation as social being It is also hoped that theinvestigation into turn allocation in talk show may benefit the talk show hosts inachieving success in the program

TABLE OF CONTENTS

DECLARATION

ACKNOWLEDGMENTS i

ABSTRACT ii

TABLE OF CONTENTS iii

LIST OF TABLES iv

ABBREVIATIONS vi

CHAPTER 1 INTRODUCTION 1

1.1 Rationale of Study 1

1.2 Aims of the study and research questions 5

1.3 Significance ofStudy 6

1.4 Scope of the study 6

1.5 Organization of the study 7

CHAPTER 2 LITERATURE REVIEW 8

2.1 Theoretical framework 8

2.1.1 Conversation Analysis 8

2.1.2 Institutional conversation in the talk show 9

2.1.3 TurnTaking 12

2.2 Previous Studies 25

CHAPTER 3: METHODOLOGY 28

3.1 Research design 28

3.2 Research instruments 28

3.3 Data analysis 31

CHAPTER 4 FINDINGS AND DISCUSSION 33

4.1 Findings 33

4.1.1 Strategies for taking the turn 34

4.1.2 Strategies for holding the turn 42

4.1.3 Strategies for yielding the turn 46

4.2 Discussions 49

4.2.1 The signal kinds of turn-taking strategies 49

4.2.2 The kinds of the preferred turn-taking shapes 51

CHAPTER 5: CONCLUSION 55

5.1 Conclusion 56

5.2 Implications, limitations of the study and recommandations .57

REFERENCES 59 APPENDIX

LIST OF TABLES

Table 3.1: Conventions developed by Gail Jefferson and published in Sacks,

Schegloff and Jefferson (1974) 29

Table 4.1: The resume of the data analysis 33

Table 4.2 : The signal of a clean start in starting up the turn 35

Table 4.3 : The signal of uptake in taking over the turn 36

Table 4.4 : The signal of link in taking over the turn 37

Table 4.5 : The signal 1 of alert in interrupting the turn 39

Table 4.6 : The signal 2 of alert in interrupting the turn 39

Table 4.7 : The signal 1 of meta-comment in interrupting the turn 40

Table 4.8 : The signal 2 of meta-comment in interrupting the turn 41

Table 4.9 : The signal of filled pauses and verbal fillers in holding the turn 42

Table 4.10 : The signal of silent pauses in holding the turn 43

Table 4.11 : The signal of lexical repetition in holding the turn 43

Table 4.12 : The signal of new start in holding the turn 45

Table 4.13 : The signal 1 of prompting in yielding the turn 46

Table 4.14 : The signal 2 of prompting in yielding the turn 47

Table 4.15 : The signal of appealing in yielding the turn 47

Table 4.16: The signal of giving up in yielding the turn 49

CA: Conversation Analysis

TCUs: Turn Constructional Units

TRP: Transition Relevance Place

T: Turn

TV: Television

ULIS: University of Languages and International Studies

CHAPTER 1 INTRODUCTION

1.1 Rationale of Study

Current communicatively foreign teaching and learning methodologies placeemphasis on providing learners with opportunity to listen and respond to the correcttopic as being part of good manners when interlocutors participate in any form ofconversation The main use of this work is to experience appropriately morerepresentation of discourse patterns in order that the learners’ English proficiency isimproved practically In fact, interactants wait for each other to finish theirrespective utterances before taking the floor at each turn However, the way ofhandling turns only has the advantage of simplicity and no maintainability andadaptation, even their overwhelmingly unnatural boundaries The clearestillustration of failure in giving turns to the next speaker is that somenonnativespeakers fall silent when they should take a turn They do not know how to put histhoughts and ideas into words or he simply does not have enough confidence tospeak in the presence of other people Obviously, learners of a foreign languagemay find it difficult to gather information, as well as to take their turns naturally andproperly in other tongues This problem partly relates to turn management and theuse of techniques in turn management

Theoretically, to smoothly participate in intercultural dialogues, theconversants need to furnish themselves with sufficient knowledge of turnacquisition/ allocation, turn-taking rules, and strategies present in the targetlanguage Understanding linguistically about turn and turn-taking under observation

of conversational analysis, “the talk of one party bounded by the talk of othersconstitutes a turn, with turn-taking being the process through which the party doingthe talk of the moment is changed” (Goodwin 1981 : 2) Speaking more easily,a turn

is the time when a speaker is talking and turn-taking is the skill of knowing when tostart and finish a turn in a conversation Similarly, when conversing with otherpeople to learn, exchange information, accomplish goals and tasks, or simply

to reaffirm emotional and social bonds, we change their roles of speaker and listener

to take speaking turns It begins by the first speaker speak or he/ she tries to keephis/ her turn or give a chance to the next speaker to take the turn This activity’smain function is to organize sequential information exchange between two or morecommunicating groups and to ensure efficient transmission Although turn-takingaction seems very important in construction of spoken discourse, it is not easy to beacquired as situated, socially organized sets of practices in face-to-face interaction

Furthermore, with exchange of a series of utterances in a talk, turn allocation

is about giving turns to the next speaker(s), while turn acquisition describes howturns are received In other words, turn acquisition determines the kind of action(s)the next speaker(s) can or should take when it is his/her turn Therefore, in order tosmoothly and successfully acquire a turn, a speaker should identify the signalsending the current turn and inform himself or herself of the techniques commonlyapplied to request a turn The rules/ mechanisms or methods participants use forallocating/ organizing their turns in turn-taking are called turn-taking strategies.They shape the context in which turns operate and enable their orderly,interactionally coordinated actions From that, conversants extend the capabilities ofinteraction with richer discourse planning and linguistic resources that cancommunicate more naturally with people

In reality, it seems that the Vietnamese speakers tend to apply theVietnamese conversation patterns when they speak English, which makes them fail

to get the floor and causes conversation breakdown Besides, the Vietnamese tend tointerrupt more often in some situations and pause in long duration in others In otherwords, non-native speakers of English appeared to struggle and fail to establishthemselves their turns because of lack of familiarity with turn-taking strategieswhich base on mechanism of exchange of speaking turn in interaction to alternatebursts of information From the reality interactants often ignore techniques for turn-allocation, researcher suggests that the strategy for turn-taking signals theparticipants adopt when they negotiate and exchange a turn should be investigated

There are reasons why turn taking strategies are analyzed A prerequisite forthis choice is that they can be used to look how the participants manage and take toexchange of speaking turn in interaction From smart cues in turn exchange signals,the hearer knows the way in which language used in conversationon certain context,purpose or person This means the participants use the turn taking strategies toadjust mechanism of speech exchange and achieve their conversational goals in theset of everyday practices and the set of institutionally specific practices It bases onthree typical turn-taking actions according to Stenstrom’s theory: taking the floor,keeping or holding the floor and yielding the floor for constructing contributions,responding to previous comments and transitioning to a different speaker Theyrequire practitioners to actively use a variety of linguistic and non-linguistic cues.

With slight variations, Conversation Analysis researchers analyze actualinstances of talk, ranging from casual conversation between friends, acquaintances,co-workers or strangers to talk in more formal settings such as classrooms, doctor-patient consultations, courtroom proceedings, radio/ television talk programs,interviews, and so on The latter falls within the domain of institutional talk It isexplained as the talk within the task, in other words, how turns within the discourseare topic-oriented and are used to exchange in the educationally/ sociallyinstitutional context This priority is given to discussions, small talks, casualmeetings because speaking agents can interact naturally with a person or a group torealize the differences in the strategic use of turn-taking signals applied by theVietnamese for the Vietnamese, which are identical to those applied by theVietnamese for the native speakers or how facilitate communication

Nowadays, talk show is becoming an everyday program for almost televisionchannels around the world because its behavior-changing oriented characteristic.According to Morissan (2005), a talk show or chat show is a televisionprogramming genre in which one person (or group of people) discusses varioustopics put forth by a talk show host Usually, those invited are those who directly

experienced the events or topics discussed, or those who are experts on the issuebeing discussed Differently speaking, those guests who are learned or who havegreat experience in relation to whatever issue is being discussed on the show for thatepisode The purpose of the talk show is to give useful information as well as actualand entertaining the audiences It usually discusses about political debates, celebritygossips and real life experiences from the guests If it is not made the efforts tomake the program more interesting, the program will not attractive An importantelement of having a successive program is that a talk show moderator needs knowwhere, when and how to change the roles of speaker and listener to maintain and getthe program’s goalwell Therefore, planning for selection of utterances exchangeswith different kinds of person in the previously prepared topic will make it a veryapplicable dialogue.

Attention is directed to a simulation of two-person dialogue in which hostPhoebe Tran constantly displaying an eagerness to speak knows the way to keep inthe moment-to-moment management of a discussion such as keeping track of thespeakership state, the situation of the talk and when she runs the conversationflowing, complexities of speech exchange in her relevant turn-taking are abstractedaway The talk show which the researcher implies here is “8 Ielts” season 1 - thefirst educational IELTS Show in Vietnam broadcast televised at 7.45 p.m onSaturdays on VTV7 This interactive program attracts a large number of fans wholove English, brings more experience on learning, practicing for “Ieltsers” as well asfor English speakers from both the non-native and the native More impressively, it

is organized in very smooth fashion by “hot Vietnamese host” who knows how tonaturally direct the conversation up to some subject to inspire learning English formillions of Vietnamese students, helps them develop communicative skill, improvediscursive competence, know the ways to speak English with their own style inpractical conversations However, her difficulty is that she reaches appropriatespeakership transference where listeners could start to speak to take new turns oftalk Essentially, learners are surrounded by an environment of language use that

helps them have more experience to take part in diverse contexts (both face-to-faceand online), especially possess the smooth interchange of speaking turns.Fortunately, she talked to guests who are experienced in testing Ielts and proficient

in English (including the non-native and the native) She was created to controllingher program while participants havea limited range when they talk in institutionalsettings like a talkshow This facilitates the appearance of culture-orientedadjustment which is worthy discussing for non-native speakers if they want to haveself-regulation skill for communication all environments and have moreunderstanding about the turn taking ways to get easy of standard talk in differentcontexts

In this research, it is worth making an effort to solve difficulties in taking for Vietnamese speakers of English lies in the routine exchange of turnswhich is a fundamental structural feature of conversational interaction Fromexamining turn-taking strategies used by host Phoebe Tran in “8 Ielt”s talk show –season 1, the present paper reviews current attempts to understand the mechanisms

turn-by which turns are exchanged and highlights turn-taking practices in the form ofturn allocation.To achieve natural and efficient interaction, improving the system’sreactive turn-taking behavior is not enough It is also necessary to give the rightturn-taking signals to the user so that they can anticipate the end of system’s turnsand provide useful, and timely, backchannel feedback Hopefully, as a medium forinstructing turn-taking rules and turn-taking functions in a multi-agent frameworkwhich “8 Ielts” brings, each conversant is modeled and behaves separately from theothers It is the turn-taking systematic embodied in each agent that will coordinatethe individual behaviors in an organized interaction

1.2 Aims of the study and research questions

This paper is conducted to examine how signals or verbal turn-takings enhancethe quality of speech and conversation Further expectation on turn-taking with anemphasis on the functions of utterances can be conducted to reveal how learners uselanguage in different real-life situations In addition, this study provides naturalistic

data that can be a steppingstone to the representation of turn management bounded

by the restricted contexts

1 What are turn-taking strategies used by the host – Phoebe Trần?

 To identify the signals of turn-taking strategies which were used by the host and describe their functions in each typical episode

2 How is turn-taking managed by the host?

 To know the process of turn-taking and point out whether the kinds of the

preferred turn shapes for nonnative speakers of English from the moderator

1.3 Significance of Study

Theoretically, the result of this study is expected to enrich the study ofConversation Analysis, especially in turn-taking strategies because the researcherfinds it some benefits such as understanding how the non-natives applied turn takingstrategies especially in formal condition for instance in talk show, knowing tochoose the appropriate turn taking strategies, finding out the reasons in using thosestrategies, and how to put the turntaking strategies in the right time and in the rightplace

Practically, this study is expected to be useful for English learners tounderstand more about turn taking strategies Then, hopefully they can apply thestrategies of turn taking in their daily conversation or in some interviews related tothe appropriate context Besides, it will be constructive not only for English learners

or students but also for the lecturers or teachers who teach this field of the study.Generally, this study shall be of interest to those who are concerned with orhave worked on Conversation Analysis, to the teachers and learners of English and

of Vietnamese, who desire to develop a systematic conversation rules supporting

in improving learners’ interactional skills in the target languages, and to those whoare struggling to improve their communication skills so as that they get involved

in smooth and successful face-to-face conversations

1.4 Scope of the study

The scope of this paper is a conversation analysis on turn taking strategies,

namely the host’s turn taking strategies in talkshow “8 Ielts” – season 1 published

in 2016 With approximately 10-minute dialogues at the beginning of the programfrom potential guests and from an enthusiastic Ielts expert at the end, herutterances deal with how the subject organizes those conversations by payingattention to relinquishing strategies, taking or holding ones in turn The theory ofturn taking strategies used in this study proposed by Stenstrom and the datatranscription uses Gail Jefferson’s transcription symbol Researcher used toanalyze the data descriptively, basing on turn taking strategies found inconversations when she holds small talk with her professional guests about manytopics like hobbies, dreams and travel, so on Data is collected from 19 firstepisodes through records written in a transcript Classifying the data is divided intotaking strategy, holding strategy, and yielding strategy to find out illustrations ofturn-taking strategies The order of analysis data in turn is shown according to theorder of each episode Each video is one extract relatively

1.5 Organization of the study

This paper is divided into 5 chapters as below:

Chapter 1: Introduction: introducing the research topic, its rationale, aims,

significance, scope, and the organization of the research

Chapter 2: Literature Review: discussing the theoretical background in the light

of which the research matters will be discussed, previous studies as well

Chapter 3: Methodology: describing the methods applied to investigate the

research matters

Chapter 4: Findings and discussion: presenting the outcome of the study and

providing answer to the research questions

Chapter 5: Conclusion and implications: summarizing the overall study,

proposing some recommendations with regards to turn-taking in practice andsuggesting some forms of further studies on the field

CHAPTER 2 LITERATURE REVIEW

2.1 Theoretical framework

This chapter is the revision of the related literature which contains a description

on theories and studies developed before In this part, the researcher gives theunderlying theories that will be used to analyze the data

2.1.1 Conversation Analysis

In this world, all people need language to converse with other people.Communication between two or more people is called conversation According toKato (1998) conversation is a form of interactive, spontaneous communicationbetween two or more people who are following rules of politeness and ceremonies.Coulthard (1975) stated that the main goal of conversation is usually to take yourturn to speak In a conversation, two or more people take turns talking about a topic.Each person adds to the topic by responding to the meaning expressed by theprevious speaker For making a successful conversation, the speaker and the hearershould balance each other Both have to know about the topic or thing that will bediscussed Hence, it is very important to analyze people conversation in order toknow how people take their turns in their spoken interaction

With the same viewpoint, conversation is a collaborative effort between allspeakers involved (Markee, 2000; Richards, 1990) Participants take turns talking,and the control of a conversation is negotiated by the parties involved According toRichards (1980) conversation “is governed by turn-taking conventions whichdetermine who talks, when, and for how long” (p 424) For a successfulcollaboration to ensue, it is important for speakers to know how and when to take,hold onto, and relinquish their turns inconversation

Before going to know more about turn taking features, it is better to knowwhich approach is used to analyze turn taking features One of an approach toanalyze turn taking features is conversation analysis approach Conversationanalysis (CA) is the systematic analysis of the talk produced in everyday situations

of human interaction: talk in interaction (Hutchby and Wooffitt, 1998:13) Fromthat statement, we can conclude that CA is an analysis in talk that is produced byhuman being when they have interaction with others It means CA is an approachthat looks at the way in which people take and manage turns in spoken interactions.The basic rule in conversation is that one person speaks at time, after which theymay nominate another speaker or another speaker may take up the turn withoutbeing nominated (Sack et al, ascited in Partridge, 2006) CA attempts to understandhow it is organized and how interactants understand and display understanding ofeach other as their talk unfolds Litoseliti (2010) also stated that conversationanalysis is to understand how turn taking within a stretch of talk is negotiatedbetween participants, in order to produce some form of social action It has morefocus on production and interpretation of talk in interaction that is oriented by theparticipants themselves.

It focuses on talk in interaction between two or more participants that take theturn A turn begins when the first speaker speaks before the next speaker speaks Inthis case, the first speaker creates or maintains a turn for the next speaker Then, thenext speaker must understand or make sense about the first speaker’s intent.Therefore, conversation analysis is used to know how participants understand andrespond to one another in their turns at talk Under the scope of conversationanalysis, this study was conducted to discuss the turn-taking mechanism in generaland the turn-taking strategies in particular in institutionally interactionalconversations

2.1.2 Institutional conversation in the talk show

a Institutional talk

Talk is a social activity, it consists of participants who consider of the context

in a conversation The participants must be able to develop a feeling about whatthey can (or cannot say) until they can reach the goal in their conversation Usually,

in an interaction the participants do not only talk about the ordinary conversation,but also talk about institutional interaction

Ordinary conversation is the casual interaction in which the human routinelyengage on a daily basis (Hutchby & Woffitt, 1998) On the contrary, institutionalinteraction happens in a workplace setting In this case, the participants are oriented

to a particular task or goal For example, call to emergency service or delivery of amedical diagnosis Moreover, it involves special and particular constraints on whatone or both of the participants will treat as allowable contributions to the business athand (Levinson cited in Drew and Heritage, 1992)

In institutional talk, the participants speak in a particular order In this case,the participants speak to carry on the specific goal and orient to their institutionalidentities for example: doctor and patient, teacher and student, host and guest.Institutional interaction has a limitation context, the participants cannot freelyproduce their utterances or carry on a personal relationship between the individuallike in ordinary conversation For instance, in talk show, the host may have someidea to make the guest connect to the host’s turn It is designedto get the goal in theprogram and it can be concerned with a limited range of topic in talkshow

b Talk show

Ilie supports the idea that “Talk show can be regarded as a particular kind offace-to-face convesation” (Ilie 2001 : 214) because it shares real settings with itssense of being live in different aspects It is a radio or television program thatincludes spontaneous conversation between the participants, including the host andguest about some of events in different aspects: political, social, economical,educational, etc The host is considered as a maintainer for the program and theguest gives a response from the host’s turn In this case, the host has a power in talkshow because he or she can give are action at any moment about the subject matter.Supported by Hutchby (2006) that host’s action is targeted to the audience whichcan provide an audible reaction in return The purpose of a talk show is to giveuseful information as well as to entertain

According to Scannell(1991:1), talkshow is “intentionally communicative”.Therefore, “[a]ll talk on radio and TV is public discourse, is meant to be accessible

to the audience for whom it is intended” (Scannell 1991: 1) Scannells insights onpresent-day broadcasting may account for Ilie’s claim that talk shows bear traits ofprevious public forms ofinteraction.

The talk show itself is a product of the twentieth century The broadcastinglandscape in Britain moved from authoritarian to more populist and democratic inthe 1960s (Scannell 1991) The talk show went through a similar development Inthe 1980s, “the talk show attained new heights of sophistication, both in Britain andthe USA” (Tolson 1991: 181) This development has added largely to the popularity

of talk shows when Shattuc notes that the talk show was one of the most populargenres on American TV in the 1990s (Shattuc 1997 in Tolson 2001:1) In Vietnam,daily talk shows have begun to gain more popularity since 2000 and reached theirheight of popularity with the rise of the education/entertainment-oriented talk show.The different types of talk shows may be classified according to the time ofthe day they are broadcast such as breakfast talk shows, daytime talk shows,evening talk shows or late night talk shows In addition, they can be classifiedaccording to their content like issue-oriented talk show, trash talk show, celebritytalk show or current affairs talk show However, a combination is also possible asthe evening celebrity talk show Consequently, it is difficult to pin down thecharacteristics of a talk show as such Nevertheless, it is possible to derive some ofbasic features of a talk show by looking at its semi-institutional character

Talk is not isolated; it is situated in a particular context Talk shows are set inthe institutional setting of a television studio However, talk shows are, unlike newsinterviews or other talk in institutional settings, only semi-institutional In order toexplain this, Hutchby and Wooffit correctly point out that Sacks and Schegloff, too,analyzed talk in institutional settings in the 1960s Sacks was analyzing phone calls

to the Suicide Prevention Centre and Schegloff studied phone calls including calls

to an emergency service and a police station (Schegloff 1968) Talk shows also havecharacteristics of ordinary conversation and are, therefore, only semi-institutional.The institutional context is apparent from the way participants orient to

it in their talk CA looks for examples at what happens with the turn-taking system

in institutional settings

2.1.3 Turn Taking

a Basic Concepts of Turn-Taking

1 Turn: Everything the current speaker says before the next speaker takes over

(Stenström,1994)

2 Turn-taking: Turn taking means that the speaker gives a chance to the listener,

who will be the next speaker, to give a comment of what the speaker said and this isrepeating process in the conversation (Levinson, 1983: 292)

3 Turn-taking strategies: The ways participants change and manage their roles

when they become listener and speaker (Stenström,1994)

4 Utterance: the “unit” of talk just as the sentence is the grammatical unit; an

utterance can actually be just a growl, a word, a phrase, a clause (elliptic or not),or one or more sentences spoken together without any pause

5 TCUs (Turn Constructional Units): is a unit of conversation that completes acommunicative act Four types of TCU are categorized including lexical, phrasal, clausal,sentential TCUs

6 TRP (Transition Relevance Place): refers to places within talk in which

participants can project where a turn might end

1. Speaker-change recurs, or at lastoccurs

2. Overwhelmingly, one party talks at atime

3. Occurrences of more than one speaker at a time are common, but brief

4. Transitions (from one turn to a next) with no gap and no overlap arecommon Together with transitions characterized by slight gap or slight overlap, theymake up the vast majority oftransitions.

5. Turn order is not fixed, butvaries

6. Turn size is not fixed, butvaries

7. Length of conversation is not specified inadvance

8. What parties say is not specified inadvance

9. Relative distribution of turns is not specified in advance

10. Number of parties canvary

11. Talk can be continuous ordiscontinuous

12. Turn-allocation techniques are obviously used A current speaker may select

a next speaker; or parties may self-select in starting to talk

13. Various “turn-constructional units” are employed.For example, turns can be projected “one word long”, or they can be sentential inlength

14. Repair mechanisms exist for dealing with turn-taking errors and violations.For instance, if two parties find themselves talking at the same time, one of them willstop prematurely, thus repairing the trouble

(Sacks, Schegloff, Jefferson,1974:701)The most notable feature of the turn is its three-part structure: “one whichaddresses the relation of a turn to a prior, one involved with what is occupying theturn, and one which addresses the relation of the turn to a succeeding one” (Sacks,Schegloff, Jefferson, 1974:722) For example:

A: Why the woman can’t work as a waitress?

B: Just Because it’s a problem with the traditional perception that if you go to work

as a waitress (0.5) It would be a problem to get married.

C: But there are many to work as waitresses.

B: It’s a problem here Ok I’m talking about the traditional perception of the society

This extract is pretty clear about the characteristics of the turn at talking and

shows how the turns are connected with each other There are three participants,

which have built four turns at talking The first turn of B is an illustration The

first part of this turn, which starts with an overlap “because”, is related with the

previous turn and serves to B to take her turn The part of the turn that comes nexthas to do with the occurring turn until the pause (0.5) The part after the pauseserves to B just to keep her turn, but this will not be allowed by C The speaker Cbegins her turn giving the fact that proves the contrary of what the participant Bjust said The participant B, with an overlap, takes again her turn expanding it with

by providing further explanations why a woman in cannot work as awaitress.Some of the facts above will be used widely later because they need linguistics to

turn-c1 Turn-constructional component and Turn-allocational component.

Sacks, Schegloff, and Jefferson’s (1974) model of turn taking focuses on twocomponents: the "turn-constructional component" based on the speaker’s choice ofturn taking unit-types, and the "turn-allocational component" based on how aparticipant takes the next turn

The first component regulates the units to construct a turn They arecharacterized by predictability of their closure as a unit The end of the unit is theplace where speaker change can occur and the turn can pass to another speaker inorder to keep the progression of turns in motion It can be clausal, phrasal or lexical(Herman, p80) Here is an example of single-phrase turns (Sacks, Schegloff,Jefferson, p702-703):

A: I have the- I have one class in the evening.

This is the transition point between the end of a turn and the beginning of other turn

of other speaker TRP makes it easy for each participant to recognize when she/ hewill be able to start or end the turn in each turn constructional unit For anotherexample:

A: Do you want the red jacket(.) [TRP] or the blue one [TRP] (Sacks, Schegloff,

Jefferson, p703)

This example shows that the speaker completes two TRPs in the turn After thespeaker finishes the first TRP, no interactant takes the turn Therefore, the speakercontinues speaking

The second component refers to the way in which the change over of turnsbetween speakers is regulated and the dyadic form of conversation maintained.Turn-allocation techniques are distributed into two groups: those in which next turn

is allocated by current speaker’s selecting next speaker and those in which next turn

is allocated by self-section An example is:

Sara: Ben you want some (…)?

Ben: All right I’ll have a…, ((pause))

Sare: Bill you want some?

Bill: No

(Sacks, Schegloff, Jefferson, p703)

Here, Sara as a current speaker allocates the turn by the selection of next speakerthrough calling “Ben” in line 1 In line 3, Sara allocates her turn by self-selection.Thus, turn-allocation component regulates turn change among participants andcomprise a set of rules for the allocation of next speaker’s turn in order to get asmooth transition

This study focuses the turn allocation component which comprises techniquesthat select the next speaker There are two types of techniques: those where thecurrent speaker selects the next speaker, and those where the next speaker selects

himself/ herself.Supportively, the “simplest systematics” model has importantimplications for participant understanding Sacks et al (1974) observe that turns attalk are constructed in ways that mark their connection to the turns that immediatelyproceed and follow This leads naturally, to the next important development,sequence construction.

c.2 Rules for turn-taking

Sacks, Schegloff and Jefferson published a simplest systematics for theorganisation of turn-taking for conversation (1974) They suggest a simple set ofrules which explain how turns come to be allocated at transition relevance places.There is a set of rules that govern the turn-taking system, which is independent

of various social contexts: (a) when the current speaker selects the next speaker, thenext speaker has the right and, at the same time, is obliged to take the next turn; (b)

if the current speaker does not select the next speaker, any one of the participantshas the right to become the next speaker This could be regarded as self-selection;and (c) if neither the current speaker selects the next speaker nor any of theparticipants become the next speaker, the current speaker may resume his/her turn

- Rule 1: Current speaker selects the next speaker

If the current speaker selects the next speaker in his or her turn at talk, then the current speaker must stop speaking and the selected speaker must speak next The transition occurs at the first transition relevance place after the next speaker has been selected An example in which the next speaker is selected is given with the use of their name The following two-line extract is taken from a conversation

between two people John and Mary as an illustration: John: [TCU where did you put it, Mary?] [TRP-Rule 1]

Mary: [TCU it’s on the table]

John is the current speaker and he specifically selects the next speaker by appending

their name to the utterance in line 1 “where did you put it, Mary? It is relevant,

therefore, that John, as the current speaker, should stop speaking and Mary, theselected speaker, should speak next According to Rule 1, Mary should speak at the

first transition relevance place after she has been selected This she does by uttering

“it’s on the table” in line 2, immediately after the transition relevance place

following John’s turn-constructional unit

- Rule 2: Next speaker self-selects

If the current speaker does not select the next speaker in his or her turn at talk, thenany other person may self-select as the next speaker the first person to speak gainsthe right to the next turn Consider the following extract

Karen: [TCU so that’s what happened] [TRP-Rule 2]

Kathryn: [TCU have you seen that film, Meera?]

Meera: [TCU no]

In this sequence, Karen, as the current speaker in line 1, does not specifically selectthe next speaker during her turn-constructional unit As a consequence, anyparticipant has the right to claim the next turn at talk In this instance it is Kathrynwho speaks first in line 2 Therefore, she claims the right to the next turn at talk by

uttering “have you seen that film Meera?” Interestingly, Kathryn subsequently

nominates the next speaker during her turn-constructional unit, like Meera

- Rule 3: current speaker may continue

If the current speaker has not selected the next speaker, and no other person selects as next speaker, then the current speaker may continue to talk but need not

self-do so for example:

1 Karen: [TCU it was all a bit quick]

3 Karen: [TCU anyway, I took it home with me]

Karen has not selected the next speaker within her first turn-constructional unit in

line 1 “it was all a bit quick” Therefore, Rule 1 does not apply The transition

relevance place for this is marked by the pause of 1.0 seconds in line 2 followingKaren’s first utterance However, neither of the other two interlocutors self-selects:neither Kathryn nor Meera speak Consequently, as no other participant self-selects

as the next speaker, Karen claims a right to a further turn-constructional unit and she

continues after the pause in line 3 with “anyway, I took it home with me.”

d The Mechanism of Turn Taking

Stenstroom theory (1994: 68) state that there are three types of turn takingstrategies, those are: taking the turn strategy, holding the turn strategy, and yieldingthe turn strategy The turn-taking types are varying in managing the conversation.Taking the turn is a strategy that the speaker takes turn in conversation Taking theturn involves starting up,taking over, and interruption Holding the turn is a strategy

in which the speaker carries on talking It happens when the other cannot control theturns all the time because it is quite difficult to plan what to say at the same time.Yielding the turn is a strategy in which the speaker gives turn to other speakers Thespeaker might give a signal to the listener for a response

Turn-taking strategies is very important to be studied in conversationalinteraction because it can be used to look how the participants manage and take toexchange of speaking turn in interaction It is also important to organize theproceeding conversation in very smooth fashion Moreover, the participants in aconversation use the turn taking strategies to achieve their conversational goals

d1 Taking the turn

This strategy is useful when the participants want to take a chance to speak inconversation In taking the turn, the next speaker can continue the topic from theprevious speaker or may deliver their own ideas In this case, the speakers also canshow their feeling such as showing their agreement or disagreement Stenstromdivides taking the turn into starting up, taking over and interrupting

as “mm::mm” or “uh::uhm” The speaker uses these filled pauses to show that s/he

intends to say something but needs more time to think and put it into words Forinstance:

A: Mm::mm so you are getting deeper and deeper into debt (…)

Or:

A: Well my strategy is pretty straightforward (…)

From the example above the speaker A tries to open the conversation by verbalfiller At the beginning of the utterance, it makes a clean start Sometimes, thespeaker also tries to attract the attention of the listener at the beginning of theconversation in order to keep the conversation on On the other hand, if the speaker

prepares well, they will start with word “well” to make the active start.

- Strategy 2: Taking over

After talking, the current speaker will be followed by a response from thelistener The listener will take the position as the speaker It is called a taking over

in a conversation Taking over involve uptakes or links cited in Stenstrom(1994:71) By an uptake, which occurs in response and follows up moves, the nextspeaker acknowledges receipt of what the previous speaker said and evaluates it

before going on There are some popular uptakes like “yeah, oh, ok, ah, no, yes”.

“Yeah” and “oh” are usually used to respond utterance “you know” For instance: A: I really love that, you know

From the example above, the speaker A uses “you know” to give the turn to listener

B The speaker B directly answers what the speaker A said Another strategy oftaking over is links Links are realized by lexical items that are labeled asconjunctions to connect sentences, clauses or phrases For instance:

A: Don’t choose me! I am not good enough at it.

B: But, we think you are the best one among us.

From this example, the speaker B uses “but” to respond the utterance of speaker A that

is purposed to connect the sentence with the previous sentence in the same topic

- Strategy 3: Interrupting

During the conversation, the speaker does not always finish with his/ her talk Sometimes the listener interrupts at the beginning and or in the middle of the

current speaker’s talk Stenstrom (1994:73) stated that there are some reasonsinterrupting happens Those are he/she gets the impressions that the speaker hasnothing more to say; or he/ she thinks that he/she got the message and that there is

no need for A to elaborate; or he/ she wants to speak up at a particular point in theongoing talk, before it is too late For instance:

A: (…) well he is getting angry

has something more to say There are some alerts usually used such as “hey, listen, and look or now” For instance:

A: You don’t need to go at night alone

B: Listen, I am 17 years old

Meanwhile, meta-comment is actually applied to give a comment on the talk itselfwhich allows the listener to come up with objections without appearing to straightforward and without offending the current speaker In other words, it has face-saving effect Meta-comment is particularly common in formal situations and is

represented through some patterns like “Can I just tell (…)/ Can I say (…)/ Could I halt you there (…)/ May I halt you (…)/ let me just (…)/ I think (…)”:

A: “No more objections, you have to do all this assignments Don’t be lazy”

B: “Sir, could I say something about this? I’ve done all this

assignments Sir, I suggest you to check your e-mailagain”.

In conclusion, Sacks et al (1974) further observe that the use of pre-starts or entry devices enables a next-turn’s beginning to address the issue of overlap andthus takes the floor smoothly “without requiring that the speaker have a plan in hand

turn-as a condition for starting.” They further declare that, “Appositional beginnings

including “well, but, and, so etc.” are extraordinarily common.” Appositional

beginnings also include false starts and repetition, and use of natural fillers andvoiced hesitation devices

d2 Holding the turn

Holding the turn means carry on talking It is used when the speakers stillwant to hold the chance to speak, but they are difficult to plan what to say and theyspeak at the same time They may have to stop talking and start replanning half-waythrough the turn There are four devices to help the speaker avoid a breakdown andtake over, such as filled pauses and/or verbal fillers, silent pauses, repetition andnew start

- Strategy 4: Filled Pause or Verbal Fillers

They are known as a pause filler or hesitation form They are apparently

meaningless words, phrases, or sounds that mark a pauseor hesitation in speech

Some of the common filler words in English are “umm, uhh, er, ah, so, like, okay, and you know/ I mean/ actually/ really/ I know/ basically” In reality, filler words

are used when speakers need to think about his/ her answer or statement Forexample:

A: “I have basically (.) more five years of college.”

Or the speaker wants to make a statement less harsh in this example When her

friend has some broccoli stuck between his teeth, she can just tell him, “You havesomething in your teeth,” but that might make him embarrassed It might be nicer tosay something more like:

“you have, um, you have a little something in your teeth.”

Or simply, to stall for time means to do something to try and gain more time Filler

words are an excellent way to stall when speakers do not know how to answer a

question For example, if your teacher asks you “Where’s your homework?” your

response might sound a bit like this:

“Uhh Umm You see (.) My dog ate it.”

Practically, filled pauses and/or verbal fillers can usually be taken to indicatethat the speaker has no intention to yield the turn but is actually planning what tosay next But in the holding the turn, the speaker should not make a pause too longbecause it can make the next speaker chance to speak

- Strategy 5: Silent Pause

Silent pauses are defined as stuttering-like disfluencies characterised by silentintervals that are >250 ms in duration Speakers use silent pauses as a strategy togain time for formulating their utterance without having to add unnecessary words

or word fragments Studies have shown that silent pauses are used when there is anoverload of information related to linguistic processing, as well as that silent pausescan be used in order to maintain the prosody of the utterance

In other words, pause is an intra-turn speaker’s silence not at TRP It is due tohesitation or keeping the turn A silent pause placed in a syntactically andsemantically strategic place For instance, (((0.2) means the 2-second pause))

Jan: Dave (0.2) is something wrong?

Dave: What? What’s wrong?

Jan: Never mind.

Two seconds of pause in this case appear when the speaker find it difficult todifficult to select the appropriate word as a kind of upbeat something important willfollow Moreover, a very long pause, like the one after suddenly (0.5), would mostcertainly have caused a shift of speakers if it had occurred in a different position,but silence immediately after conjunction and an adverbial not only makes it clearthat there is more information to come, it also strongly emphasizes that information.(((.) means a short pause))

B: Those posts are (.) always free (.) or filled by dunderheads (.) during a

peacetime

A: Then we (.) lose the first few battles

B: when – then you (.) lost the first few battles (.) then you sack these fools like lord

B: Gort and people like that during the last war (.) and iron side and people like this you know and the old plodders

B: And suddenly (0.5) the more brilliant people appear.

Taken from Stenstrom (1994:77)

- Strategy 6: Lexical Repetition

Lexical repetition which is a strategy used by the speaker by repeating a singlewords even phrases or clauses many times in order to continue his or her turn Someresearchers have observed different functions of self-repetition in talk For example,Bublitz (1989) suggested that repetition in linguistic language is employed both toestablish and maintain the continuous and smooth flow of talk, and also to state theparticipants’ positions so as to help to ensure comprehension of what has been saidand meant Bublitz (1989) goes on to describe other functions of repetition, whichinclude facilitating comprehension since self-repetition allows time for the speaker

to plan what to say next or how to say it, and facilitates message comprehension onthe part of the listener or second speaker Bublitz added that self-repetition helpsspeakers to bridge gaps in conversation, and to state their position (agreement ordisagreement) with respect to the other speaker’s attitudes, decisions oropinions

Specifically, word repetition varies in its forms and functions according todifferent contexts In production-based situation, self-repetition takes place when

a speaker wants to hold the floor and to gain planning time while searching forwhat to say next, or planning the rest of the move or turn, and to bridge aninterruption For examples, repetition of a word or phrase for emphasis, usually

with no words in between: "If you you think you can win, you can win, I willventure to follow you( )"

- Strategy 7: A new Start

The last strategy in holding the turn is new start.When a speaker gives up orhe/ she cannot use the other strategies when they are holding the turn, the last option

is start all over again with the new topics In the other words, the current speakermakes a topic shift in order to prevent from losing a turn, the speaker can use thebest solution - making a new start and bringing a new idea or topic to be discussedwhile the speaker is holding the turn The following dialogue is an illustration oftopic shift of speaker A:

A: Alright (.) you don’t have the other kids watch the presentation

B: Oh that’s that’s the final presentation not the final test that’s different

A: What’s the final test?

B: The final test is just an oral test they come in in groups of four and they have to talk in groups of four just like free conversation but they have to use.

From the example above, overtly the speaker had not made up his mind exactly

what to say when he started objecting “the presentation” He puthis thought into

“the final test” as a way to keep his turn.

d3 Yielding the turn

Yielding the turn strategy is divided into three strategies and the prompting one is used by the speaker in order to initiate the participant to respond more others

so that it turns them automatically into turn-yielders Moreover, the speaker canmake a prompting in order to invite, greeting, offer, question, request, object, and

apologize Then appealing strategy which is a strategy that gives a special signal

for the listener to give some feedback such as “question tags”, “all right”, “ok”, “ you know”, “you see” that are being wait by the current speaker The last strategy is

giving up strategy It is a strategy which leads the speaker to use pauses and a

longer pause in their utterance because the speaker cannot share the information onhis/her minds The speaker also has no more words to say or thinks that it is time tothe listener to give response to the speaker’s utterance

- Strategy 8: Prompting

In prompting, the participants act prompt the other participant to respond more

strongly than others Prompting consists of apologizing, greeting, inviting, offering, questioning and requesting, for example:

A: Would you like to dance with me, please?

A: I know your mother and father are in Vietnam and you you … B:I am in China and (…)

((The speaker A uses a pause to indicate that he wants his party to develop moreinformation which A is not sure or does not know ))

2.2 Previous Studies

Basing on Stenstrom’s theory, this research aims to (1) identify the kinds ofturn-taking mechanism employed by the host – Phoebe Tran in “8 Ielts” talk show –season 1 in 2016 and (2) examine the most preferred turn-taking strategy In order toprove the originality of this research, the writer summarized some relevantresearches related to turn-taking and turn-taking strategies conducted before.Although this study has the same object with them, its aprroarch and subject aredifferent

(2015) The first research which was conducted by Nuri Saraswati (2015) entitled “A

study of turn taking used in hard rock fm radio talk show under the topic “gendere

quality and women’s empowerment with Myra Brown” Her research aimsto

identify the types of turn-taking, the speakers’ strategies, some reasons that thespeakers took the turn, and the relation among the speakers after they took the turn.She uses three main theories to analyze her research, those are discourse analysis byGee (2011), turn-taking by Renkema (2004), and context by van Dijk (2009) Herresearch findings discovered that there were three types of turn taking They arespeaker’s selection, speaker’s self choice, and speaker’s determination Strategiesused by the speakers are overlap, interruption, back-channel, and silence One of thereasons that the speakers take the turn is the hosts wants the guest to tell anyinformation related with thetopic

(2014) A second study of turn-taking used in interview TV program “Indonesia now

exclusive agnes monica with Dalton Tanonaka” on metro TV has been known The

aim of their study was to find the way participants in a conversation take andconstruct the turn to talk In this study they used some theories from Sacks, et al(1974) theory about turn-taking systems and also Tannen (2005), and Yule (1996)theory about turn taking strategies such as overlap, interruption and backchannelsignal, and Kurylo (2013) about the cultural background of conversation in usingturn taking strategies

(2012) The third quantitative research was conducted by Shelly Rosyalina (2012)

entitled“The analysis of conversational structure in the “Toystory 3” animation movie script” The objectives of her research are to describe the allocation of turn

taking in the script of “Toy Story 3” Animation Movie and to describe theadjacency pairs appeared in the dialogue of the script of “Toy Story 3” AnimationMovie She found 1144 turns in the script of Toy Story 3 There are 42 characters inthis movie The turn allocation component dominated by the 1 rule The percentage

of turn rules are 59 20 % of rule 1, 26 53 % of rule 2, and 14 26 % of rule 3 Theform of repair found 3 times, and 9 times of overlapping The dominant characterwho takes the turn are Woody, Buzz, Jessie, Lotso and Mr Potato Head/OneEyedBart

Altogether differently compared to three papers above, this research highlightsturn-taking practices in the form of turn allocation It means it focuses the ways toallocate the turn(self or other speaker selection) through the linguistic and prosodicsignals) Still, the writer is going to have emphasis on the functions of utterances toreveal how the moderator(hostess) uses language in restricted situations likebackground-knowledge context in the talk show This qualitative study bases onStenstrom’s theory which divides turn taking strategies into takingthe turn strategy,holding the turn strategy, and yielding the turn strategy The findings are predictedthat turn-control strategies will bring some distinct characteristics of the speakerstyle in television talk show In education-oriented TV talk show, the hostess takesthe role of the leader of the conversation to pose questions to participants, distributeturns among parties and take care that the host selects the multiple strategies thatshe uses to achieve the program’s goals.

CHAPTER 3: METHODOLOGY

3.1 Research design

This study aims to reveal how the host – Phoebe Tran in “8 Ielts” talk showunderstands and responds to guests’ turns in many Ielts-oriented topics Itsdevelopment focuses to build her linguistic actions, namely depending on hersignals of turn-taking strategy Interestingly, they are produced by the host as traces

on the linguistic structures so as to allow co-participants to display theirappreciation but orderliness The object of study is different types of speech-exchange signals conceived in terms of turn-taking system To interpret theinteractive behaviors, the researcher chooses cross-sectional design structure in theobservational research Obviously, cross-sectional design (a representative sample isselected from a large population) is the best option on both theoretical and practicalgrounds to cover the amount of turn-taking signal Semi-formal dialogues between acenter component of participant observation (the subject of research – Phoebe) andguests (those who are the professional non-native speakers of English in their careerfield, even Ielts testers) are free-ranging This helps the researcher arrange inadvance in order to explore some different aspects of turn-taking mechanisms andmake sure herself cover a list of topics The form of qualitative design involvesdiscussion back and forth between interlocutors in providing backgroundinformation and context, generating ideas, discovering the unexpected, andproviding in-depth information on each participant’s views, perspectives andmotivations

3.2 Research instruments

a Subject

In TV talk show Phoebe Tran is a journalist moderator who takes the role ofthe leader of the conversation posing questions to participants, distributing turnsamong parties and taking care that the time to speak is quite equal for guests She

is considered as a very interesting subject of study for multiple conversationstrategies to achieve the linguistic goals in the educational program Her languageselection can be seen as the useful linguistic material that the parties select for the

various sorts of interaction It is interesting to see how Phoebe signals to operateher turns in connection with guests’ views.

b Data source

The data for this research is the utterances from the hostess - Phoebe Tran in

“8 Ielts” Show – season 1 in 2016 Therefore, the main source is the videos of 8Ielts that are taken from YouTube including 19 episodes in 2016 Each episodeconsists of one or two guests in different sections (a Vietnamese guest at thebeginning of the talk show, an English expert at the end) Main data are taken fromapproximately ten-minute dialogues at the beginning of the talk show They arechosen as the data because the utterances used by the host and the guests in theprocess of turn taking appear clearly

c Instrument

In this research, the researcher is considered as a main instrument Theresearcher is the one who identified, observed and analyzed in this research Theresearcher used some tools to support her research such as:

- Internet: it is used to browsing some related studies

- YouTube channel: it is used to get the videos of “8 Ielts” show

- Transcription: the recordings are transcribed according to specificconventions Transcription notations help to remain features of prosody and turnpositioning in the transcription

Table 3.1: Conventions developed by Gail Jefferson and published in Sacks, Schegloff

and Jefferson (1974)

10. ↑↓ Arrows Rising and falling shifts intonation

3.3 Procedure

a Context

In the first episode of the first ever educational Ielts show in Vietnam, thehost Phoebe Tran introduced “We are not a teaching show” The 8 Ielts bringslovers of English a chance to talk to celebrities, to learn something about the Ieltsthrough listening to a number of their really good stories in intimate conversations

or other interactive activities Contexts for the analysis of the data are observedfrom short initial conversations between the host and “stars” in many fields such asart, culture, entertainment, sport or business, especially proficient Ieltsers As amoderator, the hostess converses with them about a lot of topics raised in speakingpart of Ielts examination Each dialogue opens ton of interesting experience onchildren, hobbies, dreams, travel, gender equality, so on and helps viewersaccumulate more tips or patterns of conversation More importantly, these

“companions” will inspire those who have been learning English to be confident tocommunicate or further conquer Ielts high marks

In the context of the televised talk show, the host not only is an adjustor butalso a companion to facilitate her parties to share more information Apparently, thegoal of communication is to tell the individual stories to make messages about thecertain title Therefore, background-knowledge context is focused And the use oflanguage is semi-formal when guests talk about their own experiences which need

to adopt a sociolinguistic approach

b Data collection

The data of the research are collected by using the following steps First, theresearcher downloads a video from the internet in You Tube Second, the researcherwill watch the video several times while making some notes in order to know the

utterances in detail Third, after listening and watching the video, the researcher willmake detail script in the conversation between the interviewer and the intervieweebecause the script of the interview is not provided Fourth, transcribing theconversation using Jefferson’s transcription symbol The last, the researcher checksand identifies the conversation in the interview in order to describe how turn-takingstrategies are used by the hostess.

c The choice of the typical cases

In this study, the accessible population comprises all the utterances which areconsidered as the turn-taking strategies in 20 episodes of “8 Ielts” show However,the study may not entail a large population with the same phenomenon Therefore, asmaller group of turn-taking strategies drawn through a definite procedure from anoriginal population should be made up

This targeted sampling involves intentionally selecting the best and clearestsituations which are relevant to the kinds of turn-taking The stratified randomsampling procedure is used for selecting the turn-taking mechanisms in the research.Within each section, selection of signal is by simple random sampling in 19episodes This is achieved by writing out the sampling utterances of the host inpiece of paper After thorough reshuffling, the researcher selects 15 extracts out of

19 episodes which consist of the signals of turn-taking strategy to analyze

3.4 Data analysis

After collecting the data and building a collection of cases, the research startswith the clearest situations to analyze each case in the collection The patterns ofturn taking strategy used by the host are categorized, described and discussed interms of their signals and functions in certain background-knowledge contexts

In details, firstly, the writer selects some excerpts which contain turn-takingstrategies used by Phoebe in various topics to get various data Secondly, sheidentifies her utterances that contain turn-taking strategies Thirdly, the researchmanager categorizes the data in accordance with turn-taking strategies based onStenstrom’s theory Then, the researcher classifies the data into three kinds of turn-