Contextualization Cues in Conversation: A Comparative Study of Backchanneling and Turn-Taking in Arabic and English
Suad Abdulameer Meteab Alblebesh
1
(
Department of English Language, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
)
Mehrdad Sepehri
2
(
English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
)
Abdul-Hussain Kadhim Reishaan
3
(
English Language Department, Faculty of Languages, University of Kufa- Najaf, Iraq
)
Ehsan Rezvani
4
(
Islamic Azad University, Isfahan (Khorasgan) Branch,Isfahan, Iran
)
الکلمات المفتاحية: contextualization cues, backchanneling, turn-taking, Arabic, English, cross-cultural communication, discourse analysis.,
ملخص المقالة :
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,
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,
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