Extracting Social Meaning: Identifying Interactional Style in Spoken Conversation
نویسندگان
چکیده
Automatically extracting social meaning and intention from spoken dialogue is an important task for dialogue and information extraction applications. We describe a system for solving the new task of detecting elements of interactional style: whether a speaker is awkward, friendly, or flirtatious. We create and use a new spoken corpus of approximately 1000 4-minute speed-dates. Participants rated their interlocutors for these elements of style. Despite the difficulty of automatically determining interactional style from noisy natural data, we are able to detect flirtatious, awkward, and friendly styles in conversations with between 55% and 65% accuracy, compared to a 50% baseline, based on prosodic, lexical, and discourse features. We describe simple ways to extract relatively rich dialogue features, and analyze which features performed similarly for men and women and which were gender-specific.
منابع مشابه
EFL Teacher Questions to Scaffold Learning Process: A Conversation Analytic Study
Questioning practice constitutes one of the typical and fundamental interactional tools in L2 teaching. Much L2 research on teacher questions has been quantitative studies focusing on identifying question types and their roles in language acquisition and meaning negotiation. However, by drawing on conversation analysis within a sociocultural perspective, this study examines qualitatively how EF...
متن کاملIdentification and Distribution of Interactional Contexts in EFL Classes: The Effect of Two Contextual Factors
This study aims at empirically furthering awareness of the organization of interaction in EFL classes. Informed by the methodological framework of conversation analysis, it draws upon a corpus of 52 three-hour naturally-occurring classroom interaction to identify classroom interactional contexts based on the structuring of the pedagogic goals in turn-taking sequences. Conversation analytic proc...
متن کاملLEARNER INITIATIVES ACROSS QUESTION-ANSWER SEQUENCES: A CONVERSATION ANALYTIC ACCOUNT OF LANGUAGE CLASSROOM DISCOURSE
This paper investigates learner-initiated responses to English language teachers’ referential questions and learner initiatives after teachers’ feedback moves in meaning-focused question-answer sequences to analyze how interactional practices of language teachers, their initiation and feedback moves, facilitate learner initiatives. Classroom discourse research has largely neglected learner init...
متن کاملClassroom Repair Practices and Reflective Conversations: Longitudinal Interactional Changes
For many English as a Foreign Language (EFL) teachers working contingently with language learners’ problematic learner contributions in classroom interaction still remains a challenge. Drawing on conversation analysis methodology and using sociocultural and situated learning theories, this longitudinal case study traces the progressional changes in one Iranian English language teacher’s repairi...
متن کاملSpeech acts in (inter)action: Repeated questions*
Social actions performed through language are the focal object of research on speech act realization (speech act research,1 for short) and conversation analysis, among other approaches to discourse that I will not consider here. Yet because of their di¤erent disciplinary origins and histories, the two approaches are interested in di¤erent aspects of social action mediated through language and, ...
متن کامل