The Role of Turn-Taking in Character Portrayal: A Case Study of The Adventures of Tom Sawyer 

Qianyi Shi

School of English，Xi'an International Studies University，Xi'an Shaanxi China，710128;

Abstract: This study reveals how turn-taking patterns systematically encode characterization in literary dialogues through quantitative analysis of conversational features. The findings demonstrate significant correlations between specific turn-taking behaviors and character traits: dominant personalities exhibit higher frequencies of turn initiations and interruptions, while reserved characters display prolonged pauses and minimal overlaps. The data indicates that assertive speakers strategically employ interruptions to control conversations, whereas passive participants yield turns through extended pauses. Notably, power dynamics within social hierarchies are consistently manifested through asymmetrical turn distributions, with authoritative figures maintaining conversational control. These findings collectively prove that turn-taking mechanics serve as a powerful literary device for implicit characterization, allowing authors to convey complex social relationships and personality dimensions without explicit narration.

Keywords: turn-taking; conversation analysis; The Adventures of Tom Sawyer; literary discourse

References

[1] Edmondson, W. (1981). Spoken Discourse: A Model for Analysis. Longman.

[2] Hussain, Yasmeen, & Findlay, Kellyanne. (2025). Understanding the power dynamics affecting black and minority ethnic females in leadership roles. Women's Studies International Forum, 109, 79-90.

[3] Sacks, H. E. A. Schegloff. & G. Jefferson. (1974). A Simplest Systematics for the Organization of Turn-Taking for Conversation. Language, 50(4), 696-735.

[4] Sakai, E. Y., & Carpenter, B. D. (2011). Linguistic features of power dynamics in triadic dementia diagnostic conversations. Patient education and counseling, 85(2), 295–298.

[5] Twain, M. (1981). The Adventures of Tom Sawyer. Bantom Books.

[6] Xiaoyan, X. (2011). Turn allocation patterns and learning opportunities. ELT Journal, 65(3), 240–250.