Contextualization Cues in Conversation: A Comparative Study of Backchanneling and Turn-Taking in Arabic and English

Subject Areas :

Suad Abdulameer Meteab Alblebesh ¹ , Mehrdad Sepehri ^{2 *} , Abdul-Hussain Kadhim Reishaan ³ , Ehsan Rezvani ⁴

1 - Department of English Language, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - Department of English Language, Sh. C., Islamic Azad University, Shahrekord, Iran
3 - English Language Department, Faculty of Languages, University of Kufa- Najaf, Iraq
4 - Department of English Language, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

Received: 2024-07-18 Accepted : 2024-09-27 Published : 2025-09-14

Keywords: contextualization cues, backchanneling, turn-taking, Arabic, English, cross-cultural communication, discourse analysis,

Abstract :

The purpose of this study was to investigate the utilization of contextualization cues, with a particular emphasis on backchanneling behaviors and turn-taking processes in discussions between speakers of Arabic and English. This research used a comparative descriptive research approach to investigate naturally occurring dialogues from prominent television talk shows in both languages. The dialogues were analyzed in both English and Spanish. One of the goals was to investigate verbal and non-verbal indicators that assist turn-taking. Other aims included determining the distinctions between backchanneling forms, functions, and socio-pragmatic interpretations. According to the findings, Arabic speakers make use of backchanneling cues, both verbal and non-verbal, more frequently than their English counterparts do. This suggests that Arabic speakers have a communication style that is more engaging. The study draws attention to the cultural repercussions of these disparities and emphasizes the significance of comprehending contextualization cues in order to achieve successful communication across cultural boundaries. Recommendations for increasing awareness of these cues in language teaching are also presented, with the goal of improving conversational ability among students who are learning both languages.

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