Many research (e.g. Argyle and Cook, 1976; Duncan and Fiske, 1977; Kendon, 1990) on human interaction indicated and argued on the significance of non-verbal cues (e.g. eye contact; gestures) in handling the co-participation and reciprocal engagement in talk (Hutchby, 2001). Rutter analysed the discrepancies of ‘cuelessness’ between the classroom-based seminars in university and telephone seminars; his findings denoted that human appear having little difficulty in handling coordination even when visual cues are absent. In comparing the interactions between the two settings mentioned above, Rutter disclosed that face-to-face seminars in classrooms proved more student-to-student interaction, while telephone tutorials evidenced as more turn-taking interaction between tutor and student; tutors had to play the constructive role in telephone tutorial (Rutter, 1989: 303). Rutter demonstrated that participants in telephone tutorials had a greater consciousness of distance and higher degree of ‘cuelessness’ than participants in classroom-based seminars. Telephone technology is deemed affording ‘sense of intimacy’ because the nature of telephone system (anonymity) places participants in a more ‘cuelessness’ condition and psychologically stimulate their sense of
Many research (e.g. Argyle and Cook, 1976; Duncan and Fiske, 1977; Kendon, 1990) on human interaction indicated and argued on the significance of non-verbal cues (e.g. eye contact; gestures) in handling the co-participation and reciprocal engagement in talk (Hutchby, 2001). Rutter analysed the discrepancies of ‘cuelessness’ between the classroom-based seminars in university and telephone seminars; his findings denoted that human appear having little difficulty in handling coordination even when visual cues are absent. In comparing the interactions between the two settings mentioned above, Rutter disclosed that face-to-face seminars in classrooms proved more student-to-student interaction, while telephone tutorials evidenced as more turn-taking interaction between tutor and student; tutors had to play the constructive role in telephone tutorial (Rutter, 1989: 303). Rutter demonstrated that participants in telephone tutorials had a greater consciousness of distance and higher degree of ‘cuelessness’ than participants in classroom-based seminars. Telephone technology is deemed affording ‘sense of intimacy’ because the nature of telephone system (anonymity) places participants in a more ‘cuelessness’ condition and psychologically stimulate their sense of