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16 C.T.H.Phuong, P.X.Tho/ VNU Journal of Foreign Studies, Vol.35, No.6 (2019) 16-27
TURN-TAKING STRATEGIES USED
IN A NEW ZEALAND RADIO INTERVIEW PROGRAMME
AND PEDAGOGICAL IMPLICATIONS
IN LANGUAGE CLASSROOMS
Cao Thi Hong Phuong*1, Pham Xuan Tho2
1. Victoria University of Wellington, New Zealand
Kelburn, Wellington 6012, New Zealand
and Hanoi National University of Education, Vietnam
136 Xuan Thuy Street, Cau Giay District, Hanoi, Vietnam
2. VNU University of Languages and International Studies,
Pham Van Dong, Cau Giay, Hanoi, Vietnam
Received 5 January 2019
Revised 7 June 2019; Accepted 22 December 2019
Abstract: The present paper analyses conversational strategies employed by the interviewer on a New
Zealand radio programme from conversation analysis (CA) perspective. This study employs a documentary
method of interpretation in order to seek answer(s) to the research question. Specically, Sacks, Schegloff
and Jefferson’s (1974) model of conversation analysis was adopted to explore turn-taking strategies used
in the interview. The analysis reveals that the interviewer employed a variety of turn-taking strategies such
as signaling the end of turn, holding a turn, asking a question, self-selection and “prosodic features” (ibid.)
to achieve the purpose of the interview. The ndings of this study suggest several potential CA-informed
pedagogical implications for English language teaching classroom.
Keywords: conversation analysis, turn-taking strategies, pedagogical implications, English Language Teaching
1. Introduction
1Conversations are highly organized
in relation to both sequence organization
and turn-taking (Seedhouse, 2006). With
reference to the former, conversations can
be categorized into three stages of sequence
namely pre-sequence, main sequence, and
closing sequence. In relation to the latter, it
refers to the conversational strategies and
languages used by speakers to construct and
allocate turns.
Pomerantz and Fehr (1997) also asserted
that the context of the conversation could
* Corresponding author. Tel.: 64-225135952,
Email: phuong.cao@vuw.ac.nz
profoundly affect the conduct produced by
interactants. As reected in the audio and
transcription (see the Appendix), a conversation
fragment extracted from a radio interview
between Kim Hill and Graeme Aitken has been
analyzed. Kim Hill is interviewing Professor
Graeme Aitken on his retirement as Dean
of Education at the University of Auckland
(henceforth KH and GA). The interview’s
purpose is to explore GA’s viewpoints on the
success of the NGATAHI education initiative
program in New Zealand. The analysis of
the conversation shows that the utterances
mostly come in adjacency pairs of questions
and answers which initiate exchanges and
are responsive to the action of a prior turn
17
VNU Journal of Foreign Studies, Vol.35, No.6 (2019) 16-27
(Schegloff, 2007). However, this paper only
focuses on the exploration of the interviewer’s
talk. Specically, the paper analyses the turn-
taking strategies used by KH in order to
dominate the conversation, to keep it going,
and to achieve the purpose of the interview.
The paper then discusses several pedagogical
implications for language classroom use.
With regard to the English language
teaching and learning in Vietnam, there has
been a language teaching reform project:
to improve the situation through the current
educational initiative known as the National
Foreign Languages Project (NFL). As part
of this language project, university students
are required to function successfully at
B1 according to the Common European
Framework of Reference for languages
(CEFR) before they graduate. To respond to
this reform, English educators, lecturers, and
instructors have sought ways to improve the
quality of language teaching and learning
(Nguyen & Cao, 2019), one of which is to
apply CA-informed materials and knowledge
for more effective classroom instruction. This
is the primary reason why we have chosen to
analyze a radio interview.
2. Research question
The present study aims to seek answer(s)
to the following research question: What
turn-taking strategies are employed by
the interviewer to achieve the interview’s
purpose?
3. Theoretical background
In this section, the authors briey present
some theoretical backgrounds of CA, turn-
taking and turn-taking strategies. The authors
then discuss the possible use of turn-taking
strategies in the realm of language teaching
such as turn-taking organization, turn design
and sequence organization in classroom
interaction. It is argued that these strategies
enhance students’ participation in classroom
activities and make language teaching and
learning more effective.
CA as an approach in social interactions
and talk-in-interactions research has exerted
substantial impacts across the humanities
and social sciences including linguistics in
general and language teaching in particular.
It is mainly concerned with how turn-taking
is achieved and how interactants take their
turns during their conversations (Hutchby
& Wooftt, 2008). These authors state that
three fundamental facts about a conversation
are (1) the occurrence of turn-taking; (2) one
speaker tends to talk at a time; (3) there are
little gaps or overlaps between speakers. In
CA, any conversations can be researched
(Pomerantz & Fehr, 1997), for instance,
chats among acquaintances, interactions
between teachers and students, job interviews,
broadcast commentaries, political speeches to
name just a few. In a second language (L2)
learning classroom, learners may benet from
instructions with CA-based materials so that
they can anticipate, interpret and produce
the target language sociopragmatically and
correctly. Based on empirical evidence, Huth
& Taleghani-Nikazm (2006) argue that CA-
based materials can provide in-depth resources
for language teachers and effectively allow
L2 learners to engage in cross-culturally
variable language conducts inside and outside
classrooms.
Turn-taking and Turn-taking Strategies
Turn-taking refers to the basic principles
in conversations, in which one person
speaks at a time, after which this person
may nominate another interactant, or another
speaker may take up the turn without being
nominated (Sacks, Schegloff & Jefferson,
18 C.T.H.Phuong, P.X.Tho/ VNU Journal of Foreign Studies, Vol.35, No.6 (2019) 16-27
1974; Sacks, 2004, Gardner, 2013). Turn-
taking helps maintain the conversation’s ows
by allowing interactants to take the oor in
order to contribute to the conversations. There
are numerous ways in which speakers can
achieve the purposes of conversations: by
signaling that they have come to the end of a
turn or signaling a new turn. This may be at
the time they complete a syntactic unit, or it
may be via speakers’ use of falling intonation
or language functions (Paltridge, 2012).
According to Clark and Tree (2002), speakers
may also begin a turn at talk without having
fully planned their turn, they take turn by
using lled pauses (e.g., “uh,” “um”), meaning
“signaling a turn” at the beginning of their turn
in order to “buffer” their comprehension or
planning (Clark & Tree, 2002, p. 120). Sacks,
Schegloff and Jefferson (1974) also presented
a model of turn-taking strategies in social
interaction by outlining how this behavior
constitutes a system of social interaction with
specic properties. Sacks et al. (1974) claimed
that the most familiar turn-taking pattern is
the selection of the next interlocutor by the
current interlocutor (e.g. signaling the end of
turn, holding a turn, asking a question, gazing
towards a particular person, addressing other
parties by name, self-selection and “prosodic
features”. It means that the speaker’s choice
of language and intonation that allow at least
two parties to achieve the conversations.
Reviewing several frameworks of turn-
taking strategies such as Sacks, Schegloff
and Jefferson (1974), Sacks (2004), Paltridge
(2012), Clark and Tree (2002), the authors
have decided to adopt Sacks, Schegloff and
Jefferson’s (1974) model because when we
analyzed the data, we realized that most
turn-taking strategies in Sacks, Schegloff
and Jefferson (1974) found in the recorded
interview. Additionally, this framework is
relevant to conversation analysis of various
socially organized activities including
interview, as this model covers the simplest
systematics for the organization of turn-
taking for conversation (Sacks, Schegloff &
Jefferson, 1974, p. 696)
Turn-taking Strategies in the Language
Classroom
Tsui (2001) argued that the central features
of classroom interaction are turn exchanges of
teacher-learners’ conversations and students
themselves. To be more specic, learners’
turn-taking and teacher’s turn-allocations
help create opportunities for learners to
participate in language classroom interaction.
For instance, teachers can facilitate learner-
centered pedagogies by establishing a set
of turn-taking rules for the students. It is
evidenced by McHoul’s (1978) research on
classroom use of turn-taking rules, which
allow teachers to select a learner to take
a turn to speak and this student must select
another student as a next speaker. Thus, by
taking turns, students’ linguistic resources
are required to produce utterances to achieve
transitions. Seedhouse (2004a) also suggested
using turn-taking strategies among group
work in task-based language teaching (TBLT)
classrooms, where students can manage
turn-taking by themselves (self-selection),
contributes to the increase in students’
interaction in the target language. This is
conrmed by Willis and Willis (2007), which
emphasized that social interaction among
participants in group work’s activities of co-
construct tasks and turn-taking system could
afford opportunities for language learning to
occur. Reecting on the Vietnamese tertiary
EFL settings, the authors argue that the use
of turn-taking practices can be applied in this
context through different ways to enhance
the quality of teaching and learning. Teachers
can exploit turn-taking strategies such as
19
VNU Journal of Foreign Studies, Vol.35, No.6 (2019) 16-27
signaling a turn, prosodic features, and asking
questions in speaking lessons, in group work
discussions and TBLT settings to boost the
effectiveness of classroom interaction.
Sequence organization and the design of
turns
Teachers’ relevant exploitation of the
sequential organization and the allocations of
turns such as holding a turn, signaling a turn,
and asking a question in language classrooms
may help facilitate learning. For example, Lee
(2007) argued that when teachers withhold the
sequence of third-turn completion, students
may realize that another response is required.
Therefore, the extension of the sequence
is produced. Similarly, potential values of
Initiation-Response-Evaluation (IRE) in
improving students’ participation are also
conrmed in recent studies (e.g. Lin, 2000;
Mondada & Doehler, 2004). These authors
asserted that in both traditional and TBLT
oriented classrooms, expanded turns can
be performed by students and teachers as a
facilitator to different learning opportunities.
Moreover, the potential benets of Initiation-
Response-Feedback (IRF) have also been
realized in a wealth of research (Hutchby &
Wooft, 2008; Liddicoat, 2007; Sullivan,
2000). For instance, a study in the EFL
tertiary classroom in Vietnam, Sullivan (2000)
concluded that students’ participation could be
nurtured through teachers’ use of afrmations,
elaborations, and follow-ups on students’
responses. This author also argued that the
networks of interaction among students
could also be established and promoted
by the exploitation of students’ humorous
words and ideas. This playful interaction, in
turn, leads to a more close-knit relationship
among participants. Thus, they can be
more motivated to keep them extensively
participated in meaning-focused interaction
as language learners. As reected, sequence
organization and the design of turns have been
proven to play a crucial role in helping create
and maintain learners’ interaction in the EFL
Vietnamese classrooms at the university level.
4. Methodology
The data has been collected and analyzed
in order to seek answer(s) to the following
research question: “What turn-taking
strategies are employed by the interviewer to
achieve the interview’s purpose?”
The data is in the form of a recorded
interview from a New Zealand radio programme.
This interview was ten minutes long and was
broadcast live. The second author transcribed the
recording. The rst author then cross-checked
the transcription after which discrepancies
were discussed before the draft of transcription
was nalized. The authors then employed a
documentary method of interpretation in order
to explain the interview from the perspective of
CA. After that, the authors performed a data-
driven analysis in order to identify if there were
any recurring patterns of interaction. In particular,
the authors’ focus was on the documentary
method of interpretation. As Seedhouse (2004b,
p.7) put it, “the documentary method of
interpretation is central to ethnomethodology”
which treats any actual real-world action as
a ‘‘document’’ (ibid.). It means that we treat
transcripts as major documents to be analyzed
and interpreted. The transcription symbols in
this paper are commonly used in conversation
analytic research and were developed by
Jefferson (1996). The data was interpreted
using Sacks, Schegloff and Jefferson’s (1974)
framework on conversation analysis to form a
description of how turn-taking was utilized in
the interview. The authors’ analytical claims are
supported by excerpts drawn from the data and
draw on the existing literature to further back up
the ndings.
20 C.T.H.Phuong, P.X.Tho/ VNU Journal of Foreign Studies, Vol.35, No.6 (2019) 16-27
5. Findings and Discussions
According to Seedhouse (2006, p. 166),
the ways interactants analyzed and interpreted
each other’s actions might “develop a
shared understanding” of the progress of the
conversation, which allowed them to achieve
the conversation organization and order. In
this section, turn-taking strategies adopted by
the interviewer will be analyzed and discussed
in order to shed light on how the interview
was achieved. In other words, the interviewer
used a number of turn-taking strategies such
as signaling a turn, holding a turn, prosodic
features, asking questions and signaling the
end of a turn in order to accomplish her role
as an interviewer. It means that, with the
use of strategies, choice of languages and
intonation, KH was successful in the role of an
interviewer in a radio interview programme.
These aforementioned strategies will be
discussed in this section from the perspective
of CA.
As argued by Hutchby and Wooftt (2008),
central characteristics of turn-taking are
reected through speakers’ organizations of
talk; the linguistic and non-linguistic resources
are used to perform the utterances. In relation
to KH’s turn-taking strategies and language
use; the recurring patterns take place seven
times in the extract, and they are taken mostly
with overlap. Accordingly, the interviewer
also used various language functions such as
inviting, steering, navigating, agreeing and
acknowledging tokens to accomplish her role.
The excerpt (1) below refers to the rst
turn taking made by KH, which provides
a preparatory foundation setting up status
(Heritage, 2013) for the incoming actions of
the interviewer.
Excerpt (1)
KH-> It it it (0.5) sounds like a no-brainer
I mean obviously education can break its
generational cycle of poverty. hh> why why<
(0.5) isn’t that taken more seriously by: the
people who put money into the system.>
do you know what I mean< we we (0.5)
constantly talk about (0.1) early intervention
we constantly talk about education being the
key: is it THAT↑ (0.5) is it (0.5) THAT↑ hm
(0.5) the people in charge: don’t really believe
that↓or [they do?
GA ->Na I [think they]
KH’s questions introduced with a
declarative statement in the excerpt (1)
can also provide background information
“establishing the relevance of ensuring
questions” (Clayman, 2012, p. 631). It is
clear that KH asked GA in different ways,
establishing a mutual understanding of the
situation and the relevance of the questions.
She also used the question “Do you know
what I mean” with little space, assuming that
GA had already interpreted the meanings.
She went on to ask “is it THAT?” with a little
pause of 0.5 seconds. Then she repeated the
utterance “is it THAT?” to emphasize the
situation of whether or not people in charge
believe in the role of education as the key
to supporting children in their education
and life success. In other words, she took a
turn to pursue a response and conrmation
from GA and establish the relevance of the
questions by paraphrasing them many times.
In summary, KH’s strategies are in line with
Sacks, Schegloff and Jefferson’s (1974) use
of “signaling a turn” and “asking a question”
in order to invite a response from another
interlocutor.
The excerpt (2) below refers to her second
turn-taking, which shows an overlap. This
taking turn may act as a “recognitional onset”
(Hutchby & Wooftt, 2008). Probably, when
KH identied what GA was talking about,
she could project the completion of the talk
uttering “they do” and then led up to the next
question to avoid disorientation.
Excerpt (2)
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VNU Journal of Foreign Studies, Vol.35, No.6 (2019) 16-27
KH -> [They do no no no I mean I’m
wondering why it has to be reargued every
time↓
GA -> I think they really believe it uh
(0.5) what I’m not sure is that they put the
money into the right place I I (0.5) spoke ((a
little bit)) earlier about the three things that
matter in education? and I think we’ve over-
emphasized one of them to the expense of the
other. We’ve over-emphasized achievement
and success, and measuring achievement and
success at the expense of what I think matters
even more than that and that’s engaging
young people in something that fascinates and
interests them [and]
The third turn is taken by KH (excerpt 3)
with a little overlap between the two speakers.
When GA still uttered “and” KH took a turn
by asking “what is the difference?” in order
to clarify GA’s ideas of measuring students’
achievement and engaging them in something
that fascinates them. In relation to Sacks,
Schegloff and Jefferson’s (1974) turn-taking
strategies, KH mostly employed “prosodic
features” and “asking a question”, so that GA
could further contribute to the conversation.
Excerpt (3)
KH ->[what’s the difference? because
one would imagine that if you engage them in
something that fascinates and interests (0.5)
them that will translate into achievement and
[success]
GA-> [Absolutely but that’s the way
to work I I (0.5) agree completely. That we
need to start with fascination and interest and
lead to achievement uh (0.5) not have our
system driven by uh (0.5) achievement and
[achievement measures
It can be inferred that KH was able to
recognize the incoming utterances made
by GA. She navigated the focus of the
conversation by raising her voice when
asking “what the difference?” showing the
power of an interviewer to take turns. If she
was to wait for GA to stop talking, he might
continue with another unit. According to
Hutchby and Wooftt (2008), this reason
may be a “possibility of completion” rather
than an interruption. According to Schegloff
and Jefferson’s (1974) turn-taking strategies,
this can be referred to as “prosodic features”
and “holding a turn”. Thus this transitional
onset seems to be relevant in keeping the
conversation going appropriately.
The forth turn-taking time by KH
referred to the excerpt four bellows when she
uttered: “I see”. She probably expressed a
sign of agreement with what GA had stated
previously. This means that she had already
interpreted what GA meant by how engaging
young people in fascination and interest could
lead to achievement.
Excerpt (4)
KH -> [I see so by concentrating too much
on: MEASURING we are LEACHING things
of their fascination is that [what you mean]
GA-> [I’m sure about that and if I think
back in 40 years in education, the opportunities
I had as a teacher in the 1970s and 80s just to
pursue: my own, and students’ interests were
just far greater ((than it is)) now. hh
She further summed up GA’s ideas by
emphasizing the word “on” as a signal of the
two factors “measuring, leaching” mentioned
later. She also conrmed her interpretation
by asking “is that what you mean, so that GA
could carry on his ow of talk.
The following excerpt contains KH’s next
turn-taking, which shows a sign of invitation.
By saying “yes,” KH meant to invite GA to
22 C.T.H.Phuong, P.X.Tho/ VNU Journal of Foreign Studies, Vol.35, No.6 (2019) 16-27
have a further talk. This sign of invitation
enables GA, as stated by Huth and Taleghani-
Nikazm (2006) to interpret the current
conversational action in order to project the
relevant ongoing contribution. This strategy
is in line with what Sacks, Schegloff and
Jefferson (1974) considered a signal to end
her turn and self-selection in order to invite
GA to answer her question.
Excerpt (5)
KH-> [You were yes]↓
GA-> [And I emphasize my own interests
because the other thing I think is is missing
in this space is the afrmation for teachers
actually to be leaders in the classroom and
to take. curious young minds into all sorts of
places they might not have thought of going
and (0.5) the notion that teachers somehow:
simply facilitate students’ current interests
(0.1) to me downplays and (0.5) in a way
lowers the status of teaching. Teachers I think
have got a wonderful opportunity. uh (0.5) to
lead young minds into places they’ve never
ever thought of going before, and (0.1) that’s
what I loved about teaching
The excerpt 6 below refers to KH’s
sixth and seventh turn-taking time, which
seems to act as an evaluation and a pursuit
of an agreement rather than a question.
The utterance “ already” with a falling
intonation may indicate a signal of evaluating
and acknowledging the prior discussions.
Similarly, the last turn-taking also refers
to the pursuit of an agreement. Both these
turn-taking times seem to seek a kind of
“yes” answer. This, according to (Hutchby
& Wooftt, 2008), indicates a preference,
which intentionally invites GA to response to
a straightforward agreement without gaps. In
relation to Sacks, Schegloff and Jefferson’s
(1974) turn-taking strategies, this may be
considered as “prosodic features” when she
said “ already” with a falling intonation to
seek GA’s answer.
Excerpt (6)
KH-> That does seem odd doesn’t it THAT
we focus on what (0.5) they’re interested in
already↓
GA->Yeah↓
KH-> As if nothing’s ever going to
[change]
GA-> [Exactly (0.5) that’s exactly it and
I nd GA-> that so frustrating we talk about
ourselves being facilitators and guides um
(0.5) which itself, I think just downgrades the
value of that wonderful word teacher. teacher
as a leader, so the leader of young minds↓
In terms of the number of times a strategy
is employed within this interview, we can see
that ‘asking a question’ strategy occurs in ve
instances, ‘self-selection’ also happens the
same number of times. This is followed by
‘holding a turn’ strategy which is employed
four times while ‘prosodic features’ can be
identied the same number of times as the
‘signaling the end of turn’ (three instances
each). Thus, we can conclude that KH’s
strategies of turn-taking such as ‘signaling
the end of turn’, ‘holding a turn’, ‘asking
a question’, ‘self-selection’ and ‘prosodic
features’ seem to play a signicant part in
controlling the focus of the interview.
These ndings are in line with the existing
body of knowledge on turn-taking strategies
as they are used in conversations in different
social contexts. In other words, the ndings of
this paper further conrm the previous studies
(see, for example, Sacks, Schegloff and
Jefferson,1974; Sullivan, 2000; Sacks, 2004;
Clark and Tree, 2002; Weilhammer & Rabold,
2003; Liddicoat, 2007; Hellermann, 2008;
23
VNU Journal of Foreign Studies, Vol.35, No.6 (2019) 16-27
Hutchby & Wooft, 2008; Paltridge, 2012;
Martin-Jones, 2015) which conclude that
turn-taking strategies play an important role
in the success of conversations in general, and
language teaching classroom conversations in
particular (Hall & Walsh, 2002; Hellermann,
2008). The accomplishment of the speaker’s
goals is substantially dependent on the ways
they employ turn-taking strategies. This is
also in agreement with another study (stnel
& Seedhouse 2005) which argues that turn-
taking strategies and use of language can
facilitate conversations including those
which take part in L2 teaching and learning
environments (stnel & Seedhouse 2005).
The ndings also support the existing evidence
on the efcacy of using conversation analysis
as a teaching strategy in the L2 classroom
(Clark and Tree, 2002; Weilhammer &
Rabold, 2003; Seedhouse, 2004a; Martin-
Jones, 2015). Specically, Seedhouse (2004a)
provided different instances of turn-taking
strategies used by language teachers for
teaching form and accuracy. He emphasized
that these strategies could be used in meaning-
and-uency contexts to establish mutual
understanding and to negotiate meaning.
After an in-depth analysis of different chunks
of the interview, the authors conrm that turn-
taking strategies could enable L2 learners to
produce specic sequences of linguistic forms
and help them negotiate meanings and thus
avoid breakdowns in communication.
6. Pedagogical Implications
It is well acknowledged that turn-taking
as a pedagogical approach is at the core
of teaching and learning in any subject
including learning a language (Nomlomo,
2010; Martin-Jones, 2015). It consists of
instructional and regulative components as
it considers what kind of knowledge needs
to be exchanged and how the knowledge
should be transmitted. From a language
teachers’ perspective, authentic materials can
be useful for language learners as the prime
use of language may involve rapid switching
between comprehension and production at
a rate, which implies that these processes
sometimes overlap. Reecting on our teaching
experience and situations, learners may only
be exposed to the conversations of the no-
gap–no-overlap from commercial textbooks
and “ideal” teaching materials. Therefore,
an authentic material may suggest that
real-life conversations can be successfully
achieved with strategies including turn-taking
strategies. In other words, through the use of
turn-taking strategies, speakers can hold a
conversation to make it successful. Thus, turn-
taking strategies used in any conversations
of social interaction can be informed for
language classroom teachers to adopt in their
contexts.
In relation to the Vietnamese tertiary
setting, an objective of the NFL is to enable
university students to become effective
English language users who can communicate
successfully in different environments (Le,
2008). Thus, the role of Vietnamese teachers
of English is to bring students chances to
engage in language classroom interaction.
We argue that teachers can apply the CA-
informed pedagogical approach including
turn-taking strategies to classroom practices
to improve the English learning and teaching
situation. To be more exact, teachers may
choose to utilize strategies from this interview
namely signaling an end of turn, holding a
turn, asking a question, self-selection and
“prosodic features” in speaking lessons for
both students and instructors, so that students
can benet from these strategies to improve
their language prociency.
Teachers may also establish sets of turn-
taking rules for the students in English speaking
lessons. For example, teachers can select a
learner to take a turn to speak and this student
must select another student to take the next
speaking turn. Another potential implication
24 C.T.H.Phuong, P.X.Tho/ VNU Journal of Foreign Studies, Vol.35, No.6 (2019) 16-27
of turn-taking strategies is teachers’ use of
feedback as afrmations, elaborations, and
follow-ups on students’ responses. Teachers
can also introduce how people use turn-taking
strategies in authentic real-life conversations
such as inviting, steering, navigating, agreeing
and acknowledging utterances to achieve
their goals. Pedagogically, the ndings from
this study begin to address teachers’ practical
concerns with regard to the application of
turn-taking strategies to ensure learners’
participation in a language classroom.
7. Conclusion and Limitations of the Study
The ndings of the study show ve most
frequent turn-taking strategies used by the
interviewer: signaling end of turn, holding
a turn, asking a question, self-selection and
“prosodic features”. Although these turn-
taking strategies are found in an interview,
they can also be recommended to adopt in
language classroom in a numerous ways
discussed earlier. Through the analysis of this
conversation, we argue that KH’s use of turn-
taking strategies helps support her to succeed
in the role of an interviewer, we also present
some pedagogical implications that language
teachers can exploit in language classroom
use. We would conclude the paper by
referring to Wong (2002), which mentioned
that language teachers should develop a more
in-depth insight into systematic practices that
conversations naturally take place. Therefore,
English teachers can further apply these
aspects to language classroom instruction
in order to maximize the effectiveness of
language teaching and learning.
One limitation of the present paper should
be noted when considering the results. In
this study, only the interviewer’s turn-taking
strategies were analyzed, and the interviewee’s
data were omitted. Therefore, the ndings
cannot represent the whole picture of the
success of the conversation.
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CÁCH SỬ DỤNG CHIẾN LƯỢC LƯỢT LỜI
TRONG CHƯƠNG TRÌNH PHỎNG VẤN PHÁT THANH
CỦA NEW ZEALAND
VÀ Ý NGHĨA TRONG VIỆC GIẢNG DẠY TIẾNG ANH
Cao Thị Hồng Phương1, Phạm Xuân Thọ2
1. Trường Đại học Victoria, Wellington, New Zealand
Kelburn, Wellington 6012, New Zealand Và Trường Đại học Sư Phạm Hà Nội
136 Xuân Thủy, Cầu Giấy, Hà Nội, Việt Nam
2. Trường Đại học Ngoại ngữ, ĐHQGHN
Phạm Văn Đồng, Cầu Giấy, Hà Nội, Việt Nam
Tóm tắt: Bài báo phân tích chiến lược lượt lời được áp dụng trong chương trình phỏng vấn trên đài
phát thanh New Zealand thông qua phương diện phân tích hội thoại. Để tìm ra câu trả lời, nghiên cứu này
sử dụng phương pháp phân tích tài liệu. Cụ thể là, mô hình phân tích hội thoại của Sacks, Schegloff và
Jefferson (1974) được áp dụng để xác định những chiến lược lượt lời được sử dụng trong cuộc phỏng vấn.
Nghiên cứu phân tích chỉ ra rằng người phỏng vấn đã áp dùng rất nhiều chiến lược luợt lời khác nhau bao
gồm: báo hiệu kết thúc lượt lời, giữ lượt lời, đặt câu hỏi, tự chọn lượt lời, cũng như cách thức lựa chọn ngôn
ngữ và giọng điệu để đạt được mục đích của cuộc phỏng vấn. Từ kết quả nghiên cứu, các tác giả trình bày
một số đề xuất nhằm vận dụng kiến thức phân tích hội thoại vào việc giảng dạy và học tiếng Anh.
Từ khoá: phân tích hội thoại, chiến lược lượt lời; ý nghĩa đối với việc dạy và học tiếng Anh
27
VNU Journal of Foreign Studies, Vol.35, No.6 (2019) 16-27
APPENDIX
This conversation fragment is extracted from an interview between Kim Hill and Graeme
Aitken on a New Zealand radio program broadcast worldwide
The (0.5) idea in actual fact is that you support young people, we’ve appointed (0.5) uh
we’ve appointed uh (0.5) people called NAVIGATOR? uh (0.5) who who (0.5) support young
people from the age (0.5) of 5 or 6 right through to (0.5) um years after schooling so they follow
them for 12 to 15 years, and they stay with them for 12 to 15 years now that’s an enormous
commitment .hh um (0.5) but it is a commitment of support that um um (0.5) that certainly
((has been demonstrated to)) make a difference to young peoples’ educational and life success
-> It it it (0.5) sounds like a no-brainer I mean obviously education can break its
generational cycle of poverty. hh> why why< (0.5) isn’t that taken more seriously by: the
people who put money into the system.> do you know what I mean<we we (0.5) constantly talk
about (0.1) early intervention we constantly talk about education being the key: is it THAT↑
(0.5) is it (0.5) THAT↑ hm (0.5) the people in charge: don’t really believe that↓or [they do?
Na I [think they]
[They do no no no I mean I’m wondering why it has to be reargued every time↓:
I think they really believe it uh (0.5) what I’m not sure is that they put the money into the
right place I I (0.5) spoke ((a little bit)) earlier about the three things that matter in education?
and I think we’ve over-emphasized one of them to the expense of the other. We’ve over-
emphasized achievement and success, and measuring achievement and success at the expense
of what I think matters even more than that and that’s engaging young people in something that
fascinates and interests them [and]
[what’s the difference? because one would imagine that if you engage them in something that
fascinates and interests interests (0.5) them that will translate into achievement and [success]
[Absolutely but that’s the way to work I I (0.5) agree completely. that we need to start with
fascination and interest and lead to achievement uh (0.5) not have our system driven by uh (0.5)
achievement and [achievement measures
[I see so by concentrating too much on: MEASURING we are LEACHING things of their
fascination is that [what you mean]
[I’m sure about that and if I think back in 40 years in education, the opportunities I had as a
teacher in the 1970s and 80s just to pursue: my own, and students’ interests was just far greater
((than it is)) now. hh
[You were yes] ↓
[And I emphasize my own interests because the other thing I think is is missing in this
space is the afrmation for teachers actually to be leaders in the classroom and to take. curious
young minds into all sorts of places they might not have thought of going and (0.5) the notion
that teachers somehow: simply facilitate students’ current interests (0.1) to me downplays and
(0.5) in a way lowers the status of teaching. Teachers I think have got a wonderful opportunity.
uh (0.5) to lead young minds into places they’ve never ever thought of going before, and (0.1)
that’s what I loved about teaching
That does seem odd doesn’t it THAT we focus on what (0.5) they’re interested in already↓
Yeah↓
As if nothing’s ever going to [change]
[Exactly (0.5) that’s exactly it and I nd that so frustrating we talk about ourselves being
facilitators and guides um (0.5) which itself, I think just downgrades the value of that wonderful
word teacher. teacher as a leader, so the leader of young minds↓
