Добірка наукової літератури з теми "Co-verbal communicative action"

The traditional view holds that professional interpreters should be transparent, invisible, passive, neutral, and detached, a view reiterated and reinforced in the prescribed interpreters’ codes of conduct of national and international professional organizations. Such an idealized role construct, however, is from time to time deconstructed in real-life face-to-face interpreting events. In this paper, face-to-face interpreting is seen as a three-way communicative event in which the interpreter is a co-constructor of the interaction and can therefore be a powerful figure. From the perspective of interpreting as a socially-situated activity, the paper adopts Michel Foucault’s concept of power, defining it not as the traditionally dominating force to monopolize, control, or rule, but as a kind of strategy, disposition, maneuver, tactic, or technique, functioning in a network of relations. Although interpreters often lack institutional power, they may be equipped with power within the exchange as a result of their bilingual and bicultural expertise. They may exercise this power by adopting various verbal and non-verbal strategies to negotiate, coordinate, check, and balance power relations. This can be specifically manifested in interpreters’ social action as co-interlocutors, empowerment figures, or in the adoption of a non-neutral stance. Examples are cited from authentic interpreting events to analyze interpreters’ power-at-work, focusing on their verbal and non-verbal behaviors, in particular, their positioning and gaze.

AbstractIn this study of affordances for second language (L2) learning in World of Warcraft (WoW) group play, we compared three gameplay episodes spanning a semester-long course. Applying multimodal analysis framed by ecological, dialogical and distributed (EDD) views (Zheng and Newgarden, forthcoming), we explored four English as a second language learners’ verbalizations and avatar actions. Players learned to take skilled linguistic action as they coordinated recurrent WoW gameplay activities (questing, planning next moves, traveling, learning a skill, etc.). Frequent activities matched Common European Framework of Reference (CEFR) speaking proficiency descriptors, used widely in L2 teaching and learning (L2TL), providing evidence that players engaged in the types of communicative activities interaction-oriented classroom approaches develop. However, in the WoW context, interactions were not planned, but emerged as players dynamically directed the course of play. Furthermore, modalities of avatar-embodiment and conversing over Skype allowed players to flexibly integrate language and actions to co-act toward game goals, discuss non-game topics during play, or demonstrate comprehension with avatar actions alone, an affordance for less verbal players. This research builds on previous work (Zheng, Newgarden & Young, 2012) relating WoW’s multiplayer activities and L2 learners’ skilled linguistic actions. We refer to Chemero’s (2009) model of the animal-environment system to explain how L2 learners develop abilities to take skilled linguistic action by acting on affordances in WoW. The EDD framework presented may enable other researchers to account for more of the complexities involved in L2 learning in multimodal, multiplayer virtual environments.

ES Este estudio de caso utiliza el análisis de la conversación para examinar la interacción verbal en las conversaciones didácticas de tres manuales de español como lengua extranjera (de ahora en adelante ELE) empleados en la educación secundaria sueca. La observación de dichas conversaciones revela algunos patrones problemáticos en cuanto a la secuencialidad de las acciones, a la presencia sistemática de silencios entre turnos de palabra y, en general, a la falta de coordinación entre co-participantes. Otros fenómenos típicos de la interacción espontánea, como por ejemplo los solapamientos entre turnos de palabra, las reparaciones o las co-construcciones faltan por completo en los materiales analizados. En la perspectiva de una enseñanza de idiomas comunicativa y orientada a la acción, el artículo sostiene que en la preparación de este tipo de soportes didácticos habría que tener más en cuenta la estrecha relación existente entre lengua hablada y acción social. Palabras clave: ANÁLISIS DE LA CONVERSACIÓN, COMPRENSIÓN AUDITIVA, ELE, ENSEÑANZA DE ELE, SUECIA, INTERACCIÓN, SECUENCIALIDAD, ACCIÓN SOCIAL EN This case study adopts the theory and method of conversation analysis to examine recorded dialogues in three textbooks for Spanish as a Foreign Language used in Swedish secondary education. The analyses of these conversations reveal some problematic patterns regarding the sequence of actions, the systematic presence of gaps between turns at talk, and a frequent lack of coordination between co-participants. Other phenomena that are typical of spontaneous interactions, such as overlaps between turns, repair sequences or co-constructions, are completely missing in the analyzed materials. From the perspective of communicative and action-oriented language teaching, the article maintains that in the preparation of this type of pedagogical supports, the authors should consider the close relationship between spoken language and social action. Key words: CONVERSATION ANALYSIS, LISTENING COMPREHENSION, SPANISH AS A FOREIGN LANGUAGE, SPANISH AS A FOREIGN LANGUAGE TEACHING, SWEDEN, INTERACTION, SEQUENTIALITY, SOCIAL ACTION IT Questo studio di caso si avvale dell’analisi della conversazione per esaminare le interazioni verbali nelle conversazioni didattiche di tre manuali di spagnolo come lingua straniera adottati presso le scuole secondarie svedesi. L’osservazione di queste conversazioni rivela alcune costanti problematiche relativamente alla sequenzialità delle azioni, alla presenza sistematica di silenzi tra i turni di parola e, in generale, alla mancanza di coordinamento tra i co-partecipanti. Inoltre, altri fenomeni tipici dell’interazione spontanea, come, per esempio, le sovrapposizioni dei turni, le riparazioni e le co-costruzioni mancano del tutto nei materiali analizzati. Nell’ottica di una glottodidattica comunicativa e orientata all’azione, questo studio sostiene che la stretta relazione esistente tra lingua orale e azione sociale dovrebbe essere tenuta in maggiore considerazione nella preparazione di questo tipo di materiali didattici. Parole chiave: ANALISI DELLA CONVERSAZIONE, COMPRENSIONE ORALE, SPAGNOLO COME LINGUA STRANIERA, INSEGNAMENTO DI SPAGNOLO COME LINGUA STRANIERA, SVEZIA, INTERAZIONE, SEQUENZIALITÀ, AZIONE SOCIALE

Abstract Joint actions typically require that information relevant for performing a task together is available to the interaction partners. In some situations, such information is perceptually retrievable and salient enough for co-actors to simply use it. In other situations, the relevant information needs to be actively shared among co-actors, e.g., by making it more perceptually salient or indicating it by means of a conventional signal. Here we consider a third case, where the information is not perceptually available and cannot be communicated by conventional means. How do joint action partners coordinate in such situations? We propose that co-actors resort to ostensive communication, that is, they draw attention to the fact that they intend to communicate some specific information. Two experiments tested the proposed role of ostensive communication for joint action. In a non-verbal joint building task, the category membership of different objects was known to only one person in a dyad, who needed to inform the partner which object type to use. In line with our hypothesis, most participants highlighted a particular object category with an ostensive gesture (characterized by containing more submovements than a natural placing movement) to resolve perceptual ambiguity. We conclude that ostensive communication is especially useful for joint action in situations where task-relevant information is not available to all co-actors and where it cannot be perceptually highlighted or conventionally communicated.

The topic of the online communication — university staff cuts — generated divergent and highly emotive views expressed in a variety of verbal actions/social practices ranging from language play to face threatening acts of verbal aggression that showed the potential to escalate into serious interpersonal conflict. Posters’ alignment practices are explored to reveal how interpersonal work in verbal conflict is co-constructed. Analysis of topic development, posters’ stance and shifting targets reveals that participants’ communicative behaviors are not driven exclusively towards resolution, rather to ‘battle it out’ engaging in a variety of verbal actions, playful and aggressive. Actions reflect posters’ highly developed sociopragmatic competence based on their socialization into an argument culture, weaving in and out of sociability, play and aggression, simultaneously reflecting discourse patterns more typically associated with the adversarial discursive behaviors of less experienced language users.

In analyses of the grammatical structure of sign languages (Liddell, 2003), “classifier forms” which play a major role in these spatialised grammars, are looked upon as a “gestural” component of sign language. Kendon (2004) pointed out that some of the organizational principles of co-verbal gesturing can be compared to “classifiers” in sign languages. In this paper drawing on previous analyses of LIS (Italian Sign Language) metaphors in discourse (Russo, 2004a, 2005) the role of “classifier forms” in SL metaphors is examined and compared with some aspects of gestural metaphors produced during academic lectures in Italian. It is shown that similarities and differences between the two communicative devices can be pointed out only if the multimodal organization of both face-to-face speech activity and face-to-face sign language communication is taken into account. The gestural actions produced by speakers and the non-manual gestures produced by signers are interpreted as framing a speech act unit in this way providing a perspective for the interpretation of the lexical items within it. The distinction between langue and parole proposed by Ferdinand de Saussure (1916) is discussed and reframed by this analysis.

Purpose This paper aims to develop a taxonomy of value co-creation types occurring in firm-customer interactions on social media. Design/methodology/approach In total, 570 destination marketing organization (DMO)-initiated posts on Weibo and 3,137 responses were collected to develop a taxonomy by conducting qualitative empirical-to-conceptual analysis. To apply the taxonomy through conceptual-to-empirical analysis, 100 DMO-initiated posts and 823 responses were collected. Findings The communication-focused value co-creation taxonomy shows a variety of co-creators, verbal and non-verbal communicative co-creation actions facilitated by social media, and different co-created value types. Research limitations/implications This study used a single social media platform and selected three DMOs’ Weibo accounts. Future research should focus on other types of firms and different social media platforms. Practical implications This study used a single social media platform and selected three DMOs’ Weibo accounts. Future research should focus on other types of firms and different social media platforms. Originality/value This study enriches the tourism literature and the general marketing literature by examining value co-creation from a communication perspective and provides a comprehensive classification of value co-creation opportunities on social media.

Abstract What is linguistic communication and what is it not? Even if we often convey meanings through visible bodily actions, these are rarely considered part of human language. However, co-verbal gestures have compositional structure and semantic significance, while highly iconic structures are essential in sign languages. This paper offers a review of major studies conducted in our lab on the continuity from actions to gestures to words/signs in development. After a brief introduction, we show how gestures may bridge the gap between actions and words and how this interrelationship extends beyond early childhood and across cultures. We stress the role of sign language and multimodal communication in the study of language as a form of action and present recent research on motoric aspects of human communication. Studying the visible actions of speakers and signers leads to a revision of the traditional dichotomy between linguistic and enacted, and to the development of a new approach to embodied language.

Drama is action, verbal drama is speech action, and the dramatic text is subject to a similar set of rules as that governing the extra-literary communication situation. Dramatic irony, the very essence of drama itself, is generated by a dual, mutually interactive process of communication, whereby the audience is “written into” the text in a way distinguishing it from other literary genres, and by a systematic flouting of the rules governing communication. Pas de deux demonstrates the peculiar duality of dramatic discourse by its complex exploitation of the breakdown/non-breakdown of Grice’s Co-operative Principle-. communication/non-communication becomes reversible and, therefore, mutually constitutive concepts “releasing meaning” and conveying the “ideology” of this play.

AbstractIt has been largely accepted that face-to-face consecutive interpreting should be studied as a communicative event and an interactive process. Linguistic methods, including conversation analysis, have been used to investigate interactive elements in the discourse, such as turn-taking, adjacency pair, overlapping speech, repair, etc. Researchers acknowledge that participants' verbal behaviours in the turn-by-turn interactions are co-constructed by all participants; however, little has been said about the co-constructive mechanism. This research aimed to provide a better understanding of the generic mechanism of such co-construction, hoping to inform the training for interpreters and medical professionals who work with them.Using conversation analysis, I recorded seven naturally occurring interpreter-mediated GP consultations in the UK. Participants included two GPs, three professional and ad hoc interpreters and seven patients speaking either Urdu, Mirpuri Punjabi or Czech.My analysis elaborates on the inter-determination between the types of information the primary speakers (doctor and patient) produce in the current turn and the consequent actions the interpreter undertakes in the next turn, and also points out that such inter-determination is not definite in that the interpreter's turn design is also influenced by their own characteristics. This analysis emphasises that the interpreter, both professional and ad hoc, is key to the quality of the doctor-patient communication and doctors can alter their own behaviours to optimise the interpreter's turn-design and thus the communication outcome.This research provides an insight into the co-construction of the triadic interactions in interpreted medical consultations. With a better understanding of this mechanism, doctors may be taught to alter their verbal behaviours to optimise the interpreter's performance and thus improve their communication with patients. This interactional framework may also help us understand other critical issues of power, identify, cultural competence, etc.

Висвітлено результати аналізу реалізації комунікативної стратегії критики в англомовному кінодискурсі. Зауважено, що критика є стратегією, комунікативним наміром суб’єкта якої є висловлення негативної оцінки об’єкта, як правило, людини, через невідповідність його/її поведінки онтологічним (утилітарним) нормам. Зроблено такі висновки: бенефіціантом критики є об’єкт оцінки: приведення поведінки у відповідність з утилітарними нормами піде йому/їй на користь; висловлення критики, як правило, ініціюються суб’єктом оцінки; за способом втілення комунікативні дії критики є вербальними і невербальними; вербальні висловлення критики мають як експліцитний, так і імпліцитний спосіб вираження; вербальні і невербальні комунікативні дії критики доповнюють одна одну, взаємодіючи за принципом координації; висловлення критики можуть бути спрямованими на самого себе, втілюючи самокритику.
The article presents the results of the analysis of the communicative strategy of criticism realized in the English cinema discourse. The research is done within the methodological framework of the cognitive-discursive approach to language where the criticism communicative strategy is viewed as a verbal / co-verbal expression of a negative assessment of a certain object (usually, a person) as demonstrating behaviour that deviates from the ontological (utilitarian) norms. The communicative intention of the subject of criticism is realised through verbal and co-verbal actions which interact on the principles of coordination. The verbal expression of criticism can be explicit, employing, among other means, negatively coloured nouns and adjectives, or implicit, employing rhetoric questions or any other linguistic units that can be interpreted as criticism in the situation of communication. Verbal utterances of criticism can be self-addressed to express self-criticism. The theoretical value of the research is determined by the implementation of the cognitive-discursive approach which makes it possible to analyse a speech strategy as a cognitive phenomenon, and its practical value is determined by the possibility of using the methodical technique developed in the paper to analyse other communicative strategies.