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1
Oloff, Florence, and Katharina König. "Face-to-Face & digital: Die interaktive und multimodale Herstellung digitalisierter Handlungsräume in Kopräsenz." Zeitschrift für germanistische Linguistik 52, no. 1 (April 10, 2024): 150–82. http://dx.doi.org/10.1515/zgl-2024-2007.
Анотація:
Abstract In this contribution we analyse how mobile device users in face-to-face communication jointly negotiate the boundaries and action spaces between digital and non-digital, shared and individual, public and private. Instead of conceptualising digital and face-to-face, i. e., non-digital, communication as separate, more recent research emphasises that social practices relying on mobile devices increasingly connect physical and virtual communicative spaces. Using multimodal conversation analysis, we investigate the situated use of mobile devices and media in social interaction. Excerpts from videotaped everyday conversations illustrate how participants frame their smartphone use in the presence of others, such as when looking at digital pictures, or when recording voice messages. A detailed analysis of verbal and embodied conduct shows how participants negotiate and interpret the connection or separation of digital and non-digital activities and possible forms of participation within these. (Digital) publicness or privacy are therefore to be understood as an interactive accomplishment.
2
Bröker, Sophie, and Elisabeth Zima. "Disaffiliierende Bewertungen und Haltungsbekundungen in Er-zählaktivitäten – eine multimodale Analyse." Linguistik Online 118, no. 6 (December 26, 2022): 29–55. http://dx.doi.org/10.13092/lo.118.9087.
Анотація:
This paper deals with multimodal displays of non-affiliative stances and assessments in face-to-face triadic storytelling activities. Building on conversational analytical research that has highlighted the co-constructed nature of storytelling activities and the intersubjective nature of stance-taking, this paper takes a multimodal perspective and focusses on how interactants use language, prosody, gaze, and gestures to express stances that are non-affiliative to different degrees. The paper addresses two issues: We first concentrate on the ways that disaffiliative assessments and stances are communicated as multimodal packages before zooming in on the ways that storytellers and recipients deal with displays of disaffiliation. This includes both verbal and nonverbal strategies to highlight disaffiliation and interactional work to jointly mitigate it. By its focus on multimodal stance-taking in storytelling activities, the paper ties in with both the recently growing interest in the multimodal nature of stance-taking as well as recent pleas to revisit interactional storytelling from a multimodal perspective.
3
Due, Brian L. "Fælles orientering som ressource for idéudvikling: En single case-analyse baseret på Distributed Cognition (DC) & Conversation Analysis (CA)." NyS, Nydanske Sprogstudier 1, no. 50 (July 4, 2016): 86. http://dx.doi.org/10.7146/nys.v1i50.23799.
Анотація:
Denne artikel viser, hvordan deltagere på idéudviklingsmøder i danske organisationer skaber fremdrift og fælles forståelse i idéudviklingsprocessen via en række lokale semiotiske ressourcer. Artiklen trækker på Distributed Cognition (DC) (Hutchins 1995) som en teoretisk baggrundsforståelse for, hvad der konstituerer et aktivitetssystem, og anvender multimodal Etnometodologisk Conversation Analysis (EM/CA) som konkret analysemetode. Artiklen bidrager dels med ny viden om, hvordan idéer kognitivt er indlejret i idéudviklingshandlingerne og dels hvordan idéer skabes sekventielt, simultant og multimodalt. Herunder hvordan ”konceptuelle formulationer” udtrykker fælles orientering og dermed er en ressource for idéudviklingen. Artiklen eksemplificerer også, hvordan DC og EM/CA sammen kan anvendes analytisk.
4
Sihombing, Partohap Saut Raja, Herman Herman, and Nanda Saputra. "HOW TO TEACH ENGLISH CONVERSATION? AN IMPLEMENTATION OF A MULTIMODAL DISCOURSE ANALYSIS THROUGH IMAGES." English Review: Journal of English Education 10, no. 2 (June 29, 2022): 431–38. http://dx.doi.org/10.25134/erjee.v10i2.6244.
Анотація:
The purpose of this research is to identify how is the role of images implementation in teaching English conversation. Rapid technological developments increasingly highlight the use of multimodality theory. Multimodal in this case has a metafunction. Multimodal is now used as a new learning resource that can be used in the learning process. This multimodal aims as an evolving approach to knowledge in visual or image sources. This study used a qualitative descriptive method. In this study, an analysis of multimodal literature is carried out, namely through pictures of English conversations, these images are then used in learning about conversations in English. Three steps of representational metafunction, an interpersonal metafunction, and a compositional metafunction were used to analyze the multimodality of images used as learning media in learning English. The results obtained are that there is an increase in students' understanding when using images as learning media in conversational material in English. Based on the analysis of three multimodal components, namely the representational, interpersonal, and compositional, it is possible to conclude that the image of the English conversation employed leads to adaptation to the qualities of the kid as a learner. Children enjoy animated characters, and the use of color and animation in drawings is designed to pique pupils' interest in participating in learning by displaying images of discussions and encouraging them to practice them.
5
Nota, Naomi, James P. Trujillo, and Judith Holler. "Facial Signals and Social Actions in Multimodal Face-to-Face Interaction." Brain Sciences 11, no. 8 (July 30, 2021): 1017. http://dx.doi.org/10.3390/brainsci11081017.
Анотація:
In a conversation, recognising the speaker’s social action (e.g., a request) early may help the potential following speakers understand the intended message quickly, and plan a timely response. Human language is multimodal, and several studies have demonstrated the contribution of the body to communication. However, comparatively few studies have investigated (non-emotional) conversational facial signals and very little is known about how they contribute to the communication of social actions. Therefore, we investigated how facial signals map onto the expressions of two fundamental social actions in conversations: asking questions and providing responses. We studied the distribution and timing of 12 facial signals across 6778 questions and 4553 responses, annotated holistically in a corpus of 34 dyadic face-to-face Dutch conversations. Moreover, we analysed facial signal clustering to find out whether there are specific combinations of facial signals within questions or responses. Results showed a high proportion of facial signals, with a qualitatively different distribution in questions versus responses. Additionally, clusters of facial signals were identified. Most facial signals occurred early in the utterance, and had earlier onsets in questions. Thus, facial signals may critically contribute to the communication of social actions in conversation by providing social action-specific visual information.
6
Nota, Naomi, James P. Trujillo, and Judith Holler. "Specific facial signals associate with categories of social actions conveyed through questions." PLOS ONE 18, no. 7 (July 19, 2023): e0288104. http://dx.doi.org/10.1371/journal.pone.0288104.
Анотація:
The early recognition of fundamental social actions, like questions, is crucial for understanding the speaker’s intended message and planning a timely response in conversation. Questions themselves may express more than one social action category (e.g., an information request “What time is it?”, an invitation “Will you come to my party?” or a criticism “Are you crazy?”). Although human language use occurs predominantly in a multimodal context, prior research on social actions has mainly focused on the verbal modality. This study breaks new ground by investigating how conversational facial signals may map onto the expression of different types of social actions conveyed through questions. The distribution, timing, and temporal organization of facial signals across social actions was analysed in a rich corpus of naturalistic, dyadic face-to-face Dutch conversations. These social actions were: Information Requests, Understanding Checks, Self-Directed questions, Stance or Sentiment questions, Other-Initiated Repairs, Active Participation questions, questions for Structuring, Initiating or Maintaining Conversation, and Plans and Actions questions. This is the first study to reveal differences in distribution and timing of facial signals across different types of social actions. The findings raise the possibility that facial signals may facilitate social action recognition during language processing in multimodal face-to-face interaction.
7
Kesselheim, Wolfgang. "Wissenskommunikation multimodal: Wie Museumsbesucher sich über eine Museumsvitrine verständigen." Fachsprache 32, no. 3-4 (May 31, 2017): 122–44. http://dx.doi.org/10.24989/fs.v32i3-4.1394.
Анотація:
In the present paper I will study conversations in front of museum showcases as a specific form of knowledge communication. After presenting my understanding of the concepts“knowledge communication” and “knowledge”, which are informed by conversation analysis, I will explore two characteristic aspects of the ‘showcase conversations’ by means of a number of detailed analyses of short extracts of these conversations. First, I will show how knowledge is interactively produced and made publicly visible, and second, how people use the complex multimodal environment of the showcase as a basis for their knowledge construction, and how they manage to ‘tie together’ different semiotic “modes” which are visible and readable in display cases. The analyses of this paper are based on a corpus collected in a paleontological museum. The conversations have been recorded in a kind of ‘field experiment’: Probands have been asked to watch a showcase together and to summarize its content. While doing so they were filmed.
8
Angulo-Jiménez, Henry, and Laura DeThorne. "Discourse-related code-switching in conversations with a bilingual autistic adult." Journal of Interactional Research in Communication Disorders 15, no. 2 (April 30, 2024): 119–46. http://dx.doi.org/10.1558/jircd.25657.
Анотація:
Background: Although studies on language alternation among non-autistic bilinguals have increased in the last decades, we know little about this linguistic behavior among autistic bilinguals. Research on this topic is particularly relevant, given its potential to further our understanding of the ability of autistic bilinguals to deploy language alternation discursively and orient to different aspects of ongoing conversation. Method: We used multimodal conversation analysis to analyze 237 instances of language alternation embedded in naturalistic conversations between a bilingual autistic adult with severe language impairment and his frequent co-interactants. Specifically, 157 of those language alternative instances served conversational functions (e.g., setting off quotes, contextualizing addressee change, highlighting repair execution, adding emphasis) and were therefore associated with discourse-related code-switching. Discussion/conclusion: The study’s findings highlight the need for the different stakeholders to critically ponder their assumptions about the ability of autistic individuals to become bilingual; to resist a tendency to default to monolingualism in the presence of an autism diagnosis; and to (re)consider their beliefs about the nature of language alternation.
9
Lindeberg, Sophia, Nicole Müller, and Christina Samuelsson. "Multimodality in PPA." Journal of Interactional Research in Communication Disorders 14, no. 2 (May 26, 2023): 268–91. http://dx.doi.org/10.1558/jircd.24306.
Анотація:
Purpose: In primary progressive aphasia (PPA), multimodal means may gradually become more important in conversations. In this study, the aim was to investigate the functions of hand movements of a man with PPA. Method: Peter and Karen participated in this study. Peter was diagnosed with nonfluent PPA two years prior to data collection. Casual conversation and cognitive and linguistic testing were audio- and video-recorded. Analyses were informed by multimodal interaction analytical approaches. Results: The results showed that Peter’s opportunities to engage in conversations were enabled within a co-operative framework, where Peter would contribute within a predetermined slot using a variety of multimodal resources to, for example, organize turn-taking or repair difficulties relating to verbal output. Discussion and conclusions: Studying multimodal resources across tasks may reveal important features of the ways in which persons with communicative impairment adjust to different contexts. In clinical settings, multimodal resources need to be viewed as multi-layered actions rather than as isolated contributions.
10
Zima, Elisabeth, and Clarissa Weiß. "Erzählen als multimodale Aktivität – zur Einführung in das Themenheft." Linguistik Online 104, no. 4 (November 15, 2020): 3–14. http://dx.doi.org/10.13092/lo.104.7288.
Анотація:
This special issue of Linguistik online is dedicated to the study of storytelling in face-to-face interaction. More specifically, the individual contributions to this special issue approach conversational storytelling from a multimodal perspective and provide analyses on the fine-grained coordination of verbal, para-verbal, and nonverbal action in face-to-face storytelling. This introduction first frames the individual contributions by providing an overview of the current topics and open research questions in the developing field of multimodal storytelling research. All individual papers are then briefly summarized and discussed in terms of their commonalities and their contribution to the developing field of multimodally-oriented research on conversational storytelling.
11
Tseronis, Assimakis. "Multimodale argumentatie: bruggen slaan tussen argumentatieleer en multimodale analyse." Tijdschrift voor Taalbeheersing 38, no. 1 (March 1, 2016): 1–26. http://dx.doi.org/10.5117/tvt2016.1.tser.
12
Lamy, Marie-Noëlle. "Click if You Want to Speak." International Journal of Virtual and Personal Learning Environments 3, no. 1 (January 2012): 1–18. http://dx.doi.org/10.4018/jvple.2012010101.
Анотація:
This paper addresses the lack of formalised methodology for analysing learner interaction data created in conversations on audiographic platforms. First the author shows the importance of conversations in language learning and the need for researchers to understand how users learn from these interactions. Then the author establishes that appropriate methodologies for investigating interaction data collected from online platforms have as yet emerged neither from the field of computer-assisted language learning nor from conversation analysis (CA). Three brief multimodal conversations involving language learners in platform-based tutorials are analysed. The author shows that linguistic means of communication are only one way in which to achieve learning aims and other communication modes are identified. The author concludes that the analysis and interpretation of such exchanges can be improved by a crossdisciplinary approach which consists of augmenting constructs drawn from CA with selected constructs from social semiotics.
13
Zouinar, Moustafa, and Julia Velkovska. "Talking about things." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 27, no. 3 (October 2, 2017): 387–418. http://dx.doi.org/10.1075/prag.27.3.04zou.
Анотація:
Abstract This paper focuses on how conversation and a shared participation frame are maintained in video-mediated family conversations which ordinarily do not have a particular agenda. In order to examine this question, how conversations are maintained whilst being sometimes improvised, the paper analyses a particular interactional phenomenon, namely, the image-based topic management accomplished via two methods: showings and noticings. Through a detailed multimodal analysis of family video mediated conversations, it shows how these methods are used for introducing or changing topics and hence sustaining talk. Moreover, by describing the practical actions that involve technological and social dimensions, the paper highlights the link between interaction, personal relationships and technology. The analysis of showings and noticings, enabled by the technical features of the systems used by the participants, reveals how video-communication technology is mobilized by family members as a resource for maintaining intimacy in distant relationships.
14
Hipkiss, Anna Maria, and Eva Nyberg. "Rainforest conversations." Nordic Studies in Science Education 18, no. 2 (September 7, 2022): 225–42. http://dx.doi.org/10.5617/nordina.8716.
Анотація:
This study examines the conversations of 41 student teachers during visits to a designed rainforest in a greenhouse in a botanical garden in Sweden. The aim of this study is to explore the multimodal affordances of the rainforest for student teachers’ negotiations, and through this obtain an understanding of the potential this environment has for teaching and learning about plants, biodiversity, ecology and life on Earth. Data for this exploratory case study was collected through observations as well as audio recordings of interactions between student teachers. Data was analysed using multiple tools, including thematic analyses and social semiotics. The results show that the walk-through in the rainforest and the encounters with plants awaken curiosity, raise questions and bring about hypotheses. This has implications for and informs teaching about plants and the importance of plants for life on Earth.
15
Liang, Xingwei, You Zou, Xinnan Zhuang, Jie Yang, Taiyu Niu, and Ruifeng Xu. "MMATERIC: Multi-Task Learning and Multi-Fusion for AudioText Emotion Recognition in Conversation." Electronics 12, no. 7 (March 24, 2023): 1534. http://dx.doi.org/10.3390/electronics12071534.
Анотація:
The accurate recognition of emotions in conversations helps understand the speaker’s intentions and facilitates various analyses in artificial intelligence, especially in human–computer interaction systems. However, most previous methods need more ability to track the different emotional states of each speaker in a dialogue. To alleviate this dilemma, we propose a new approach, Multi-Task Learning and Multi-Fusion AudioText Emotion Recognition in Conversation (MMATERIC) for emotion recognition in conversation. MMATERIC can refer to and combine the benefits of two distinct tasks: emotion recognition in text and emotion recognition in speech, and production of fused multimodal features to recognize the emotions of different speakers in dialogue. At the core of MATTERIC are three modules: an encoder with multimodal attention, a speaker emotion detection unit (SED-Unit), and a decoder with speaker emotion detection Bi-LSTM (SED-Bi-LSTM). Together, these three modules model the changing emotions of a speaker at a given moment in a conversation. Meanwhile, we adopt multiple fusion strategies in different stages, mainly using model fusion and decision stage fusion to improve the model’s accuracy. Simultaneously, our multimodal framework allows features to interact across modalities and allows potential adaptation flows from one modality to another. Our experimental results on two benchmark datasets show that our proposed method is effective and outperforms the state-of-the-art baseline methods. The performance improvement of our method is mainly attributed to the combination of three core modules of MATTERIC and the different fusion methods we adopt in each stage.
16
Holsting, Alexandra, Cindie Aaen Maagaard, and Nina Nørgaard. "Kan man lære at skifte gear? En multimodal tilgang til plot i den litterære tekst." NyS, Nydanske Sprogstudier, no. 56 (May 27, 2019): 52–76. http://dx.doi.org/10.7146/nys.v1i56.112649.
Анотація:
Med udgangspunkt i den multimodale socialsemiotik præsenterer denne artikel en multimodal tilgang til narrativ med særlig fokus på plot i den litterære tekst. Vi argumenterer for, at plot som en strukturering af tekstens begivenheder er særligt kendetegnende for den litterære tekst, og at det realiseres multimodalt gennem billede, grafik, verbalsprog, layout og typografi. Gennem en eksemplarisk analyse af Dorthe Nors’ roman Spejl, skulder, blink viser vi dels den multimodale socialsemiotiks udsigelseskraft i forhold til en roman, der ikke eksplicit fremhæver sin multimodalitet, dels de analytiske fordele ved at inddrage plot som et helt centralt element. Artiklens primære bidrag til det socialsemiotiske multimodale forskningsfelt består i at inddrage plotbegrebet i den multimodale analyse og derved belyse, hvordan den narrative kategori plot, der ofte opfattes som en rent verbalsproglig konstruktion designet af forfatteren, kan ses som resultatet af valg truffet gennem forskellige semiotiske ressourcer og på forskellige realisationsniveauer.
17
Yang, KyongMi. "Language Communication and Multimodal Conversation Analysis." Korean Society of Human and Nature 4, no. 1 (June 30, 2023): 249–72. http://dx.doi.org/10.54913/hn.2023.4.1.249.
Анотація:
According to the “principle of conformity of language expressions,” language users generally convey the meaning of language that is consistent in their language, thoughts, feelings, and appearances, but in ordinary adult language, there are many “violations of the principle of conformity” in which the four elements do not coincide. If the language of the conversation participant is different from the thoughts, feelings, and appearance, it is necessary to process the language data to analyze the participants’ verbal behavior. In order to capture the true state of the on-site discourse, 顾曰国 proposes the construction of a multimodal corpus composed of recorded voices, recorded videos, and transcribed written language materials. In addition, researchers can separately build the corpus required for related research through processing, search, and statistics in a multimodal way. Since this study analyzes dialogue in Chinese dramas, not on-site discourse, the step of recording videos is omitted in the process of collecting language data. It extracts the voice from the recorded video, transcribes the text, and annotates it. Participants use at least dual modalities, such as visual and auditory modalities, and implement language behavior under the influence of other communication factors. Therefore, in the transcription process of written language, the content of written language should be compared with the characteristics of sound language and body expression in the video, and emotional characteristics should also be checked. This study examines the dynamic process of verbal communication, such as how participants with different communication objectives are influenced by what factors are affected during the conversation and what strategies are used to achieve certain results.
18
John, Fredrick Friday. "Discourse Representation of Consumerism in Mobile Telecommunication Television Advertisements." Randwick International of Education and Linguistics Science Journal 1, no. 2 (September 30, 2020): 171–85. http://dx.doi.org/10.47175/rielsj.v1i2.84.
Анотація:
Telecommunication advertisements have bifurcating relations, functioning as a buoyant part of the capitalist market, and as instruments indexing consumerism, which bridges the gap between service providers and subscribers. Previous linguistic studies on the subject have focused on speech acts, mainly locutionary and illocutionary acts, and the lexical and stylistic resources in telecommunication advertisements. This study focuses on the representations of consumerism in MTN and GLO advertisements. The study adopts a model labeled as conceptual-textual meaning in advertisements, which annexes the principles of critical stylistics, pragmatic acts, and multimodality to analyse both textual and multimodal excerpts from ten (10) MTN and GLO television advertisements. These were downloaded from youtube, where they are streamed to reach a vast majority of internet users after they had been aired on mainstream television and cable stations. The study reveals that consumerism is the most pivotal feature projected in the advertisements of MTN and GLO. Advertisements and services are principally designed to condition choice of the subscribers to expand their consumptions. Consumerism is metaphorised, using food substances and materials co-opted from the socio-cultural milieus that condition the advertisements. Conceptual-textual functions like naming and describing, enumerating and exemplifying and prioritising, and direct acts, indirect acts, conversation, emotional and psychological acts, as well as the textual resources of inference, metaphor, reference, relevance, and metapragmatic joker are used extensively to show consumerism. The study concludes every service option is aimed at expanding consumerism, while the cost of services, interest, and use of the services are the shades of consumption of telecommunication services
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Vivancos Sánchez, Alba. "Multimodal Conversation Analysis and Interpretative Phenomenological Analysis." Language Value 16, no. 2 (December 28, 2023): 146–51. http://dx.doi.org/10.6035/languagev.7793.
Анотація:
Kevin W. H. Tai, PhD in Applied Linguistics at UCL (London) and current editor of journals such as the International Journal of Bilingual Education and Bilingualism (Routledge), presents his book Multimodal Conversational Analysis and Interpretative Phenomenological Analysis: A methodological framework for researching translanguaging in multilingual classrooms in early 2023. In it, Tai discusses both the combination of two types of analysis (multimodal conversational and interpretative phenomenological), as well as more theoretical aspects of his study, such as the differentiation between translingualism and code-switching or the different definitions that translingualism has received in the last two decades. In order to defend the joint use of these two analyses, Tai presents part of his doctoral research. In addition, he responds to the criticisms of invalidity that the interpretative phenomenological method has received. In this review, I will present the structure of the book, the division of chapters, Tai's bibliographical summary, and Tai's exposition of theories and criticisms.
20
Sigurd Pilesjö, Maja, and Niklas Norén. "Teaching communication aid use in everyday conversation." Child Language Teaching and Therapy 33, no. 3 (April 10, 2017): 241–53. http://dx.doi.org/10.1177/0265659017702204.
Анотація:
This Conversation Analysis study investigated how a speech and language therapist (SLT) created opportunities for communication aid use in multiparty conversation. An SLT interacted with a child with multiple disabilities and her grandparents in a home setting, using a bliss board. The analyses demonstrated a practice where the SLT employed sequential and multimodal methods to open up interactional spaces for board use. The board was used within this space either by the child, or by the SLT. The space was then closed by the SLT’s attentive checking for confirmation or rejection of the meaning of the board indication. The meaning-making processes were actively initiated, supported, and closed by the therapist, using a variety of linguistic and bodily methods such as questions, non-finished turns, indication modeling, and adjusting the board’s position. The child confirmed or rejected the therapist’s moves using board indications, vocalizations, gaze, head movements, and smiles. The analysed practice creates opportunities for teaching and possibly also for learning how to use a communication aid.
21
Baumann, Urs, and Rolf-Dieter Stieglitz. "Multimodale Diagnostik – 30 Jahre später." Zeitschrift für Psychiatrie, Psychologie und Psychotherapie 56, no. 3 (July 2008): 191–202. http://dx.doi.org/10.1024/1661-4747.56.3.191.
Анотація:
Eine multimodale Diagnostik ist zwischenzeitlich Standard in der Klinischen Psychologie, Psychiatrie und Psychotherapie. Unterschieden wird zwischen Datenebenen, Datenquellen, Untersuchungsinstrumenten und Konstrukten/Funktionsbereichen. Offene Fragen betreffen die Taxonomie der verschiedenen Kategorien, die Relation zwischen den verschiedenen Modalitäten untereinander, den Stellenwert der Multitrait-Multimethod-Analyse sowie Probleme der Umsetzung des Ansatzes in der Praxis.
22
Vössing, Lisa, and Friederike Kern. "co-construction of pragmatic competencies in different settings." Journal of Interactional Research in Communication Disorders 14, no. 2 (May 26, 2023): 195–219. http://dx.doi.org/10.1558/jircd.24423.
Анотація:
Background: A considerable body of research has concentrated on pragmatic competencies in the context of autism spectrum disorder. In contrast to experimental settings, which usually adopt deficit-oriented perspectives of autistic people’s communicative behavior, studies using a methodological approach informed by conversation analysis (CA) also highlight pragmatic abilities, and reveal the relevance of situated context and collaborative actions with co-participants in which pragmatic competencies can be observed. Building on this strand of research, this article aims to analyze and compare specific pragmatic competencies in different settings. Method: The investigation is based on video recordings of two autistic children in family and therapy settings. The analytical process is informed by CA and multimodal interaction analysis. It focuses on sequences in which atypical pragmatic behavior occurs, and specifically on the interactional uptake of the atypical behavior by the different conversational partners. Results: The analysis suggests a link between the respective interactional setting and the interactional uptake of atypical pragmatic behavior. This is shown in the case of both autistic children. The therapists’ uptakes are explicit and critically examine the children’s atypical pragmatic behavior, thereby focusing on form, whereas the family members’ uptakes are implicit, with a focus on conversational content. These two types of uptakes have different effects on the flow of ongoing conversation: only the therapists’ uptakes lead to an interruption followed by a side sequence. Discussion/conclusion: Because of the effects that interlocutors’ uptakes have on the conversational flow, the autistic children appear pragmatically more or less competent. The results indicate that pragmatic competence should not simply be seen as a personal trait, but also as a mutually accomplished, co-constructed, and context-dependent phenomenon. This interaction-centered – in contrast to person-centered – view of pragmatic competence is accompanied by a shift of perspective in the assessment of pragmatic competencies and possible interventions.
23
Mücke, Ralph, Peter-Georg Ziegler, Torsten Libera, Gunther Klautke, and Rainer Fietkau. "Multimodale Therapie des fortgeschrittenen inoperablen Ösophaguskarzinoms Eine retrospektive Analyse." Strahlentherapie und Onkologie 176, no. 8 (August 2000): 350–55. http://dx.doi.org/10.1007/pl00002342.
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Suvorova, Tetiana M. "THE HOCKEY COLLECTIVE IDENTITY: COGNITIVE AND PSYCHOLOGICAL APPROACHES TO THE DISCOURSE ANALYSIS (Verbal and Multimodal Aspects)." Alfred Nobel University Journal of Philology 2, no. 26/2 (December 26, 2023): 76–90. http://dx.doi.org/10.32342/2523-4463-2023-2-26/2-5.
Анотація:
The associative and interpretative analysis of speech units is a traditional practice in discourse analysis that is involved in discourse studies to demonstrate how participants of communication mutually agree on the meaning they structure during the discourse. The controlled experiments are held under conditions that are relatively unusual for the natural discourse practice as in the real-time discourse the process of meaning structuring and reconstruction is due to deep involvement in the situational context. That is why the purpose of our study was to complete the experiment’s results with the mental models or situation models reflecting the categories of thinking during structuring hockey discourse in order to develop the idea of collective hockey identity that arises from the discourse because of some typical discourse structures and typical language behaviour in the process of discourse. The purpose of the research enabled several tasks to be solved. The first one was to define whether there are any peculiarities of the hockey discourse. Secondly, to reconstruct a collective hockey identity according to the discourse they construct during communication. These tasks helped us to characterize the participants of hockey discourse as the ones with the status of “in-group” members and gives them a special level of trust from other members of the social group. The methods of the discourse analysis together with the cognitive modeling compose the basis of the research. In experiments 1 and 2, we found that the “in-member” and “off-member” statuses are drawn and ascribed by the participants according to the ability to correctly structure the meaning in hockey discourse. The cognitive analysis enabled us to build a cognitive model of collective hockey identity that is based on the representations of the hockey world drawn from the discourse in social media (Instagram pages of the NHL teams). Results of the experiments and cognitive modeling of the dominant concepts of the hockey collective identity prove several hypotheses. We found social effects of status demonstration via the construction of meaning in the process of discourse and the importance of being “in-member” for effective communication and satisfaction of the participants. Differences in hockey-oriented conversation between in-group members and off-group members are proved as we assumed in the hypothesis. We provide some evidence that in-group members` and off-group members` reconstruction of the meaning in communication can differ in conversations that are focused on a specific collaborative goal, though their verbal behavior is moderated by the employment of clear general vocabulary.Though the methods of the study introduce literal and statistical noise, putting people into more naturalistic contexts and examining discourse between interlocutors who have various levels of the English language competence can reveal differences that are hidden or discouraged in the laboratory.
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Liu, Wen. "A Multimodal Discourse Analysis on Subtitle Translation of the Knockout: A Chinese Political-Themed TV DramaA Multimodal Discourse Analysis on Subtitle Translation of the Knockout: A Chinese Political-Themed TV Drama." International Journal of Languages, Literature and Linguistics 9, no. 4 (December 2023): 437–40. http://dx.doi.org/10.18178/ijlll.2023.9.6.446.
Анотація:
In recent days, more and more Chinese films and TV series including political-themed TV series are aired internationally and have received extensive attention with the improvement of the quality of Chinese audiovisual works. Such political-themed TV works are produced to reflect social realities and include the bulk of political terminology such as official titles and institution names as well as concepts related to newly-mentioned political terms and slogans, which may be quite unfamiliar to foreign audience. Therefore, audiovisual translation and subtitling play an important role in avoiding misunderstanding. Although a striking number of studies on subtitle translation have been made, these analyses appear to emphasize more on the verbal mode instead of different multimodal contexts. Guided by the theory of multimodal discourse analysis, this paper is aimed to analyze the characteristics of the subtitle translation of China’s politicalthemed TV series in terms of content, conversation and social semiotic levels by building a micro-corpus based on the research materials of the knockout. This paper will discuss not only the translation of interlingual subtitles for dialogues or monologues, but also that of other captions shown on the screen such as voiceover and images of shop signboards, in order to point out the shortcomings and provide reference for further relevant studies.
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Beukeleers, Inez, and Alysson Lepeut. "Who’s got the upper hand?" Semiotic Diversity of Language 36 (December 31, 2022): 212–46. http://dx.doi.org/10.1075/bjl.00076.beu.
Анотація:
Abstract A large body of research has highlighted the tight, carefully organised temporal coordination of interaction. When taking turns, people tend to minimise the occurrence of gaps and overlaps (Sacks, Schegloff, and Jefferson 1974). Within the field of signed language linguistics, however, there is an ongoing debate: while some researchers claim that signers orient to a ‘one-speaker-at-a-time’ principle (McCleary and Leite 2013) as found in spoken conversation, others argue that signed language interactions allow for more overlapping turns, displaying a more collaborative floor in their turn-taking mechanics (Coates and Sutton-Spence 2001). The current paper aims at contributing to this discussion by providing a first cross-linguistic, systematic account of the manifestation of overlap in two signed languages, namely LSFB (French Belgian Sign Language) and VGT (Flemish Sign Language). We analysed simultaneous signing in 2 hours of dyadic face-to-face conversations. This paper combines a quantitative account of the turn timing and thus frequency counts of overlap in VGT and LSFB interactions with a more fine-grained qualitative analysis of the interactional, i.e., sequential environment, in which overlap occurs and the strategies deployed to accomplish overlap resolution by deaf participants. In doing so, this paper sheds further light on the orderliness of signed conversation, and ultimately contributes to a better understanding of the semiotic complexity of multimodal interaction management across language ecologies (Ferrara and Hodge 2018).
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R.Kuby L.Gutshall Rucker, Candace Tara. "Everyone Has a Neil: Possibilities of Literacy Desiring in Writers’ Studio." Language Arts 92, no. 5 (May 1, 2015): 314–27. http://dx.doi.org/10.58680/la201527190.
Анотація:
The aim of this article is to demonstrate the sophisticated and collaborative literacy desirings of children when they are given time, space, materials, and permission to create multimodally in Writers’ Studio. We share artifacts created by one second-grade student, Neil, for an in-depth look at the possibilities of writing as a creative construction. We use pedagogical documentation to visualize and better understand the processes of his writing. Thinking with poststructural ideas of becoming, fissures, and desire and the posthumanist idea of intra-activit-with-materials, we analyzed artifacts, videos of writing, conversations with students, photographs, and notes. Analyses helped us understand the processes of Neil’s literacy desiring, not simply the products. Even within a climate of mandates and standards being pushed on teachers, this type of multimodal teaching and learning can happen. As educators, we have to imagine the possibilities, trust students, and also give them permission to create other possibilities of writing.
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Leschzyk, Dinah K. "Digitalisierung – Daten – Deutungen." Zeitschrift für Diskursforschung, no. 2 (July 20, 2023): 227–34. http://dx.doi.org/10.3262/zfd2202227.
Анотація:
Ausgangspunkt dieser Tour d’Horizon angewandter Diskursforschung bildet eine Analyse italienischer Blogs, bei der Text und Kontext untersucht werden, der Terminus Diskursanalyse aber an keiner Stelle verwendet wird. Gegenstand einer dezidiert Kritischen Diskursanalyse sind kolumbianische Wahlkampagnen. Dieser schließt sich eine diskurshistorische Analyse der Konstruktion eines Feindbilds LGBTIQ* im brasilianischen Diskurs an. Ein Ausblick auf eine multimodale Analyse von Pandemiekommunikation beschließt die Darstellung, deren Dreh- und Angelpunkt die Digitalisierung ist. Diese große Konstante in fortwährender Bewegung prägt die Entwicklung der Diskursforschung nachhaltig.
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Kumar, Shivani, Ishani Mondal, Md Shad Akhtar, and Tanmoy Chakraborty. "Explaining (Sarcastic) Utterances to Enhance Affect Understanding in Multimodal Dialogues." Proceedings of the AAAI Conference on Artificial Intelligence 37, no. 11 (June 26, 2023): 12986–94. http://dx.doi.org/10.1609/aaai.v37i11.26526.
Анотація:
Conversations emerge as the primary media for exchanging ideas and conceptions. From the listener’s perspective, identifying various affective qualities, such as sarcasm, humour, and emotions, is paramount for comprehending the true connotation of the emitted utterance. However, one of the major hurdles faced in learning these affect dimensions is the presence of figurative language, viz. irony, metaphor, or sarcasm. We hypothesize that any detection system constituting the exhaustive and explicit presentation of the emitted utterance would improve the overall comprehension of the dialogue. To this end, we explore the task of Sarcasm Explanation in Dialogues, which aims to unfold the hidden irony behind sarcastic utterances. We propose MOSES, a deep neural network which takes a multimodal (sarcastic) dialogue instance as an input and generates a natural language sentence as its explanation. Subsequently, we leverage the generated explanation for various natural language understanding tasks in a conversational dialogue setup, such as sarcasm detection, humour identification, and emotion recognition. Our evaluation shows that MOSES outperforms the state-of-the-art system for SED by an average of ∼2% on different evaluation metrics, such as ROUGE, BLEU, and METEOR. Further, we observe that leveraging the generated explanation advances three downstream tasks for affect classification – an average improvement of ~14% F1-score in the sarcasm detection task and ∼2% in the humour identification and emotion recognition task. We also perform extensive analyses to assess the quality of the results.
30
Jardri, R. "Imagerie multimodale de l’état hallucinatoire." European Psychiatry 29, S3 (November 2014): 554. http://dx.doi.org/10.1016/j.eurpsy.2014.09.354.
Анотація:
ContexteLes hallucinations figurent parmi les symptômes les plus invalidants de la schizophrénie. Même si ces expériences peuvent survenir à la fois dans la modalité auditive (HA) et visuelle (HV), l’impact de la présence d’une ou de deux modalités hallucinatoires (HA + V) reste peu exploré dans la schizophrénie. Cette étude vise donc à préciser les variations de connectivité fonctionnelle et structurale observables en fonction de la complexité hallucinatoire. Ces analyses seront complétées par des mesures structurales destinées à étudier l’impact de la plasticité et de facteurs neurodéveloppementaux sur la complexité hallucinatoire.MéthodeDeux groupes de sujets avec diagnostic de schizophrénie et souffrant tous d’HA ont été inclus et appariés sur l’âge, le genre, les scores de PANSS et les doses d’antipsychotique. Le groupe HA (n = 16) n’a jamais présenté d’hallucination visuelle, alors que le groupe HA + V (n = 17) présente des HV supplémentaires. Pour l’ensemble des analyses (connectivité fonctionnelle de repos ciblée sur l’hippocampe ou le nucleus accumbens, connectivité structurale par tract-based spatial statistics, analyse de forme et index de gyrification), une comparaison de groupe a été réalisée selon un modèle d’Ancova avec l’âge comme co-variable (qFDR < 0,05).Résultats-discussionDes différences de connectivité ont été mises en évidence sur la voie mésolimbique et entre aires visuelles et complexe hippocampique. Ces différences sont liées à la présence d’HV complémentaires et ne peut être attribuée aux facteurs schizophrénie ou HA, contrôlés par le design expérimental. La présence d’HV chez les patients souffrant de schizophrénie avec HA est également associée à des modifications plastiques de la forme de l’hippocampe et à une vulnérabilité développementale précoce (baisse de gyrification). Les futures études portant sur les hallucinations devront non seulement s’intéresser à la sévérité de ces symptômes mais aussi à leur complexité sensorielle.
31
Szczepaniak, Jacek. "Multimodale Praktiken der Konstruktion von Emotionen in printmedialen Diskursen." Forum Filologiczne Ateneum, no. 1(9)2021 (December 15, 2021): 85–98. http://dx.doi.org/10.36575/2353-2912/1(9)2021.085.
Анотація:
Ziel des vorliegenden Beitrags ist es zu zeigen, wie Emotionen als interindividuelle, intersemiotische Entitäten, als relevante Diskursfaktoren, als „Bestandteile von routinisierten, kulturell standardisierten Praktikenkomplexen“ (Reckwitz, 2016, S. 173) konzipiert werden können. Diskurse, darunter auch massenmediale, werden hier als transtextuelle und transmodale Gebilde angesehen, die Orte der Entstehung, Manifestation bzw. Generierung von Emotionen sind. Gegenstand der Analyse sind Text-Bild-Konglomerate printmedialer Kommunikation (Titelseiten von polnischen Nachrichtenmagazinen), die in Hinblick auf ihre Emotions- bzw. Emotionalisierungspotenziale untersucht werden.
32
Travers, Max. "Ethnométhodologie, analyse de conversation et droit." Droit et société 48, no. 2 (2001): 349. http://dx.doi.org/10.3917/drs.048.0349.
33
Satar, H. Müge. "Meaning-making in online language learner interactions via desktop videoconferencing." ReCALL 28, no. 3 (July 29, 2016): 305–25. http://dx.doi.org/10.1017/s0958344016000100.
Анотація:
AbstractOnline language learning and teaching in multimodal contexts has been identified as one of the key research areas in computer-aided learning (CALL) (Lamy, 2013; White, 2014).1 This paper aims to explore meaning-making in online language learner interactions via desktop videoconferencing (DVC) and in doing so illustrate multimodal transcription and analysis as well as the application of theoretical frameworks from other fields. Recordings of learner DVC interactions and interviews are qualitatively analysed within a case study methodology. The analysis focuses on how semiotic resources available in DVC are used for meaning-making, drawing on semiotics, interactional sociolinguistics, nonverbal communication, multimodal interaction analysis and conversation analysis. The findings demonstrate the use of contextualization cues, five codes of the body, paralinguistic elements for emotional expression, gestures and overlapping speech in meaning-making. The paper concludes with recommendations for teachers and researchers using and investigating language learning and teaching in multimodal contexts.
34
Allison, Marcia, and Emma Frances Bloomfield. "Rhetorical imaginings and multimodal arguments at the European Green Belt." Journal of Argumentation in Context 8, no. 3 (December 31, 2019): 354–82. http://dx.doi.org/10.1075/jaic.18005.all.
Анотація:
Abstract We analyze the visual, verbal, and material arguments present at the European Green Belt (EGB), a contemporary conservation project built from the former Iron Curtain. The EGB presents itself as a “living memorial” that fuses together former warring countries and thus makes an argument for the unity of Europe. To analyze this incredibly diverse and rhetorically significant project, we put the digital representations of the site and the discourse around the EGB into conversation with situated, rhetorical criticism performed along the EGB site itself. We analyze the EGB’s different argumentative juxtapositions regarding history and memory, nonhuman nature and technology, peace and war, memorial and tourism, and preservation and restoration. Overall, we find that the transformation of the Iron Curtain from divisive border into a European-wide, transboundary biodiversity conservation project uses transcendence as a key argumentative structure, which has implications for how we understand the human relationship with the environment, history, and memory
35
Filar, Magdalena. "Das Europabild und Stereotype in humoristischen Landkarten des 19. Jh. – eine multimodale ethnolinguistische Analyse." tekst i dyskurs - text und diskurs, no. 16 (2022) (December 15, 2022): 259–75. http://dx.doi.org/10.7311/tid.16.2022.13.
Анотація:
Das Ziel des Beitrags ist es, die Grundlagen der kognitiven Ethnolinguistik mit der multimodalen Text- und Diskurssemantik zu verbinden und diesen integrierten Ansatz (a) zur Rekonstruktion der Bedeutung von nationalen Stereotypen sowie (b) zum Vergleich der Art und Weise ihrer Konstruktion in ausgewählten Sprachen anzuwenden. Im Fokus meines Beitrags stehen visuell ausgedrückte Stereotype des Deutschen, Franzosen, Engländers und Russen. Der Schwerpunkt der multimodalen ethnolinguistischen Analyse wird auf nonverbale Mittel – Gestik, Farben, Größe, multimodale Metapher und Metonymie – und auf die Relation Bild-Text gelegt. Das Material der Analyse umfasst deutsche, französische, englische und russische Landkarten Europas des 19. Jh. Die Analyse zeigt, dass nonverbale Mittel neben ihrer ikonischen Bedeutung kulturelle Inhalte vermitteln und eine wichtige Rolle in der Rekonstruktion des sprachlichen Weltbildes ausüben.
36
Mondada, Lorenza, and Kimmo Svinhufvud. "Writing-in-interaction." Writing in interaction 6, no. 1 (May 19, 2016): 1–53. http://dx.doi.org/10.1075/ld.6.1.01mon.
Анотація:
This article, introducing the special issue, aims at sketching the emerging field of studies on writing-in-interaction within an ethnomethodological (EM) and conversation analytic (CA) perspective. It does so by situating research carried out in this perspective within the existing literature and by offering some larger input on how the field could be developed. Writing-in-interaction is here approached by considering writing in social interaction as a multimodal phenomenon, with a special emphasis on handwriting. The paper presents current studies and further possible developments of writing in interaction, including the detailed analysis of video fragments. It shows how it is possible to finely analyze the moment-by-moment organization of writing as a multimodal social practice, demonstrating its embodied projectability, its material and multimodal graphic achievement, and its embeddedness in sequential organization and in multiactivity.
37
Brône, Geert, Bert Oben, Annelies Jehoul, Jelena Vranjes, and Kurt Feyaerts. "Eye gaze and viewpoint in multimodal interaction management." Cognitive Linguistics 28, no. 3 (August 28, 2017): 449–83. http://dx.doi.org/10.1515/cog-2016-0119.
Анотація:
AbstractIn this paper, we present an embodiment perspective on viewpoint by exploring the role of eye gaze in face-to-face conversation, in relation to and interaction with other expressive modalities. More specifically, we look into gaze patterns, as well as gaze synchronization with speech, as instruments in the negotiation of participant roles in interaction. In order to obtain fine-grained information on the different modalities under scrutiny, we used the InSight Interaction Corpus (Brône, Geert & Bert Oben. 2015. Insight Interaction: A multimodal and multifocal dialogue corpus.Language Resources and Evaluation49, 195–214.). This multimodal video corpus consists of two- and three-party interactions (in Dutch), with head-mounted scene cameras and eye-trackers tracking all participants’ visual behavior, providing a unique ‘speaker-internal’ perspective on the conversation. The analysis of interactional sequences from the corpus (dyads and triads) reveals specific patterns of gaze distribution related to the temporal organization of viewpoint in dialogue. Different dialogue acts typically display specific gaze events at crucial points in time, as, e.g., in the case of brief gaze aversion associated with turn-holding, and shared gaze between interlocutors at the critical point of turn-taking. In addition, the data show a strong correlation and temporal synchronization between eye gaze and speech in the realization of specific dialogue acts, as shown by means of a series of cross-recurrence analyses for specific turn-holding mechanisms (e.g., verbal fillers co-occurring with brief moments of gaze aversion).
38
Klemm, Silke, and Bernhard Blanz. "Langzeitverlauf und Behandlungsansätze bei einer Fütter- und Essstörung im frühen Kindesalter." Kindheit und Entwicklung 12, no. 4 (October 2003): 258–61. http://dx.doi.org/10.1026//0942-5403.12.4.258.
Анотація:
Zusammenfassung. Für den steigenden Anteil früh beginnender Essstörungen sind Einflüsse auf das Krankheitsgeschehen noch unzureichend bekannt und kasuistische Studien zur Analyse dieser Phänomene kaum vorhanden. Hier wird daher über eine Fütterstörung und eine sich daraus entwickelnde frühe atypische Anorexia nervosa eines neunjährigen Mädchens berichtet. Dazu werden die Funktion des Essverhaltens als ein Ausdruck von Entwicklungskonflikten und gestörten Lernprozessen sowie multimodale Behandlungsstrategien dargestellt und dahinter die interaktive Bedeutung der Symptomatik hervorgehoben.
39
Kutscher, Silvia. "Multimodale graphische Kommunikation im pharaonischen Ägypten: Entwurf einer Analysemethode." Lingua Aegyptia - Journal of Egyptian Language Studies 28 (November 2020): 81–116. http://dx.doi.org/10.37011/lingaeg.28.03.
Анотація:
“Multimodal graphic communication in Ancient Egypt: A method for analysis”: This article presents a method to analyse Hieroglyphic-Egyptian artefacts based on the semiotic approach of multimodality. In a first step, the theoretical background of multimodality research is given and its methodological application to Hieroglyphic-Egyptian text-image-compositions is discussed. In a second step, the method is illustrated analysing a relief from an Old Kingdom mastaba in Giza – the will of Wep-em-nefert (G8882). In a third step, some graphic techniques for information structuring are compared to similar techniques that can be found in Franco-Belgian comics. In indenting semiotic methods of multimodality research with Egyptology, this article presents a new perspective for the investigation of Hieroglyphic-Egyptian artefacts, which opens new grounds for both research areas and for interdisciplinary dialog.
40
Vermander, Pierre. "Analyse de conversation et documents littéraires médiévaux." Langages N°217, no. 1 (2020): 71. http://dx.doi.org/10.3917/lang.217.0071.
41
Barrère, Christian. "La politique de la concurrence dans les réseaux : le cas du transport ferroviaire." Économie appliquée 51, no. 3 (1998): 37–75. http://dx.doi.org/10.3406/ecoap.1998.1667.
Анотація:
L’article analyse les fondements et les effets du nouveau modèle d’organisation du transport ferroviaire impulsé par les autorités européennes : séparation entre gestion des infrastructures et de l’exploitation, accès des tiers au réseau, exploitation concurrentielle. Il montre que le modèle ancien est irrévocablement dépassé mais que le «modèle bruxellois» est porteur de risques graves s’il ne s ’accompagne pas d’une politique européenne multimodale des transports, articulant modes marchands et modes non marchands de régulation.
42
Andersson, Roger, and Markku Jääskeläinen. "Multimodal expressions of disciplinary relevant aspects in inquiry-based physics learning." Journal of Physics: Conference Series 2750, no. 1 (April 1, 2024): 012004. http://dx.doi.org/10.1088/1742-6596/2750/1/012004.
Анотація:
Abstract In this study we are interested in how learners of geometrical optics express disciplinary relevant aspects multimodally in an inquiry-based learning with support of a computer simulation. Students’ discussions and work with the simulation were filmed, transcribed, and we analysed some parts of the transcript where the students show signs of disciplinary relevant aspects by a method based in conversation analysis. We found evidence that the students use multiple semiotic resources for expressing disciplinary relevant aspects about the tasks, especially gestures. The letter are by their visual nature well suited for communication in physics, and are used by the students to transduct semiotic information.
43
Setyono, Jonathan Christian, and Amalia Zahra. "Data augmentation and enhancement for multimodal speech emotion recognition." Bulletin of Electrical Engineering and Informatics 12, no. 5 (October 1, 2023): 3008–15. http://dx.doi.org/10.11591/eei.v12i5.5031.
Анотація:
Humans’ fundamental need is interaction with each other such as using conversation or speech. Therefore, it is crucial to analyze speech using computer technology to determine emotions. The speech emotion recognition (SER) method detects emotions in speech by examining various aspects. SER is a supervised method to decide the emotion class in speech. This research proposed a multimodal SER model using one of the deep learning based enhancement techniques, which is the attention mechanism. Additionally, this research addresses the imbalanced dataset problem in the SER field using generative adversarial networks (GAN) as a data augmentation technique. The proposed model achieved an excellent evaluation performance of 0.96 or 96% for the proposed GAN configuration. This work showed that the GAN method in the multimodal SER model could enhance performance and create a balanced dataset.
44
Azaoui, Brahim. "Analyse multimodale de l’agir professoral et degré de granularité de traitement. Réflexions méthodologiques." Lidil, no. 49 (May 25, 2014): 17–32. http://dx.doi.org/10.4000/lidil.3419.
45
Schoonjans, Steven, Paul Sambre, Geert Brône, and Kurt Feyaerts. "Vers une analyse multimodale du sens. Perspectives constructionnelles sur la gestualité co-grammaticale." Langages 201, no. 1 (2016): 33. http://dx.doi.org/10.3917/lang.201.0033.
46
Pitsch, Karola, Ulrike Gut, and Jan-Torsten Milde. "Multimodale bilinguale Korpora gesprochener Sprache: Korpuserstellung, -analyse und -dissemination in der TASX-Umgebung." Journal for Language Technology and Computational Linguistics 18, no. 1 (July 1, 2003): 406–20. http://dx.doi.org/10.21248/jlcl.18.2003.46.
47
Eradze, Maka, María Jesús Rodríguez-Triana, and Mart Laanpere. "A Conversation between Learning Design and Classroom Observations: A Systematic Literature Review." Education Sciences 9, no. 2 (April 26, 2019): 91. http://dx.doi.org/10.3390/educsci9020091.
Анотація:
Learning Design, as a field of research, provides practitioners with guidelines towards more effective teaching and learning. In parallel, observational methods (manual or automated) have been used in the classroom to reflect on and refine teaching and learning, often in combination with other data sources (such as surveys and interviews). Despite the fact that both Learning Design and classroom observation aim to support teaching and learning practices (respectively a priori or a posteriori), they are not often aligned. To better understand the potential synergies between these two strategies, this paper reports on a systematic literature review based on 24 works that connect learning design and classroom observations. The review analyses the purposes of the studies, the stakeholders involved, the methodological aspects of the studies, and how design and observations are connected. This review reveals the need for computer-interpretable documented designs; the lack of reported systematic approaches and technological support to connect the (multimodal) observations with the corresponding learning designs; and, the predominance of human-mediated observations of the physical space, whose applicability and scalability are limited by the human resources available. The adoption of ICT tools to support the design process would contribute to extracting the context of the observations and the pedagogical framework for the analysis. Moreover, extending the traditional manual observations with Multimodal Learning Analytic techniques, would not only reduce the observation burden but also support the systematic data collection, integration, and analysis, especially in semi-structured and structured studies.
48
Myers, Casey Y. "Becoming “babies” in real time: Temporal emergence in the classroom mangle." Contemporary Issues in Early Childhood 17, no. 4 (December 2016): 421–30. http://dx.doi.org/10.1177/1463949116677926.
Анотація:
Through multimodal retellings of kindergarten children’s performances of “baby,” this article aims to contribute to the emerging “posthuman conversation” within early childhood studies. Specifically, this work makes moves toward reconceptualizing children’s becomings within educational contexts by, first, interrogating the ways in which adult notions of “time” came to bear upon children’s enactments of “babies” within classroom pretend play performances and, second, exploring how posthuman conceptions of temporality—specifically Pickering’s “mangle”—can disrupt developmental analyses of children’s (un)timely performances and accommodate a more nuanced version of childhood becoming(s).
49
Meskill, Carla, Jennifer Nilsen, and Alan Oliveira. "Intersections of Language, Content, and Multimodalities: Instructional Conversations in Mrs. B’s Sheltered English Biology Classroom." AERA Open 5, no. 2 (April 2019): 233285841985048. http://dx.doi.org/10.1177/2332858419850488.
Анотація:
The challenges inherent in mastering academic content in a new language are many. When it comes to learning science in U.S. high schools, English learners (ELs) confront these on a daily basis. In an effort to document expert language/content instructional strategies, we analyze Mrs. B’s sheltered high school biology class, made up of ELs from around the world and representing varying stages of emerging bilingualism. The aim of this 2-year case study was to detail effective teaching patterns in a high-functioning multicultural science class—a class where the myriad linguistic, cultural, and affective needs of students are expertly met—and to subsequently suggest a model for understanding and undertaking powerful language and content learning supported by multimodal referents. From a rich data set comprising class recordings, interviews, reflections from Mrs. B, course documents, student work, and survey responses emerged a model of the language/content multimodal interface for teaching ELs.
50
Nisak, Sukrun, and Dwi Rukmini. "Relations Between Verbal Language and Visual Image in Student’s Textbook Implementing the Concept of Metafunctions." English Education Journal 11, no. 3 (September 15, 2021): 406–16. http://dx.doi.org/10.15294/eej.v11i1.45334.
Анотація:
This research is about the use of verbal language and visual image to realize the metafunctions in student’s textbook. In order to see the process of meaning making in multimodal text, the researcher analyses the implementation of ideational, interpersonal, and textual meaning. The data was taken from conversation sections in Interchange Student’s Book 1. It consists of verbal language in the form of dialogues and visual image in the form of pictures. There were 16 conversation sections chosen from 16 chapters in the book. This research uses multimodal discourse analysis; using three instruments to classify the data. The checklists are from Eggins (2004) about metafunctions in verbal language, Van Leeuween (2006) about metafunctions in visual image, and Royce (2007) about the relations in verbal language and visual image. In ideational meaning, the result of the study shows that verbal language which dominates the conversation is the material proces; while in visual image, the reactional process is the highest number of process happens. Thus, the verbal-visual relations in ideational meaning found are collocation and repetition. Furthermore, the result in interpersonal meaning finds out that the most common verbal language used is statement; while in visual image, the medium shot is mostly found. Thus, the verbal-visual relation in interpersonal meaning realized through reinforcement of address is interaction between represented participant and represented participant. Moreover, in textual meaning, the result of verbal language shows that the most common used theme is topical theme; while in visual image, the information value is mostly left-right. Thus, the verbal-visual relation in textual meaning shown in reading path is left-right.