This chapter discusses turn-taking in conversations. It explains that turn-taking involves basic units called turn constructional units (TCU) which can be completed based on grammar, intonation, pragmatics or non-verbal cues. There are three common practices for turn-taking: current speaker selects next, next speaker self-selects, and current speaker continues. The chapter also provides additional ways to teach and model turn-taking behaviors like using visual cues, turn-taking language, games, timers and social stories.
This chapter discusses turn-taking in conversations. It explains that turn-taking involves basic units called turn constructional units (TCU) which can be completed based on grammar, intonation, pragmatics or non-verbal cues. There are three common practices for turn-taking: current speaker selects next, next speaker self-selects, and current speaker continues. The chapter also provides additional ways to teach and model turn-taking behaviors like using visual cues, turn-taking language, games, timers and social stories.
This chapter discusses turn-taking in conversations. It explains that turn-taking involves basic units called turn constructional units (TCU) which can be completed based on grammar, intonation, pragmatics or non-verbal cues. There are three common practices for turn-taking: current speaker selects next, next speaker self-selects, and current speaker continues. The chapter also provides additional ways to teach and model turn-taking behaviors like using visual cues, turn-taking language, games, timers and social stories.
This chapter discusses turn-taking in conversations. It explains that turn-taking involves basic units called turn constructional units (TCU) which can be completed based on grammar, intonation, pragmatics or non-verbal cues. There are three common practices for turn-taking: current speaker selects next, next speaker self-selects, and current speaker continues. The chapter also provides additional ways to teach and model turn-taking behaviors like using visual cues, turn-taking language, games, timers and social stories.
1. Yes, it is. Because it is an important aspect of conversation techniques, which enabled to start and remain involved in a conversation. 2. Learning objectives, activities (play game), assessment method. 3. No, I knew no one who has turn-taking behaviour that frustrates me.
Post reading answers
1. The basic unit of a turn constructional unit (TCU),the resources for projecting their possible completions are grammar, intonation ,pragmatics or non-verbal conduct. 2. Preliminaries 3. Current selects-next , next speaker-self selection , and current speaker continues. The practices that can be applied while teaching turn-taking conversation are project turn completions , self-select, and build multi-unit turns. 4. This chapter has a detail explanation about turn-taking in conversation which make me easier to understand this materials.
5. The other ways to teach turn-taking:
Use a visual cue to indicate whose turn it is Use turn taking language (my turn, your turn) Model turn taking Play games Use a social story to explain why and how to take turns Use a timer to indicate how long each turn will be Communicating and describing turns (first it is A's turn, then it is yours) 6. There’s no other question, because the explanation is quite clear and I can understand the material well.